"Influence of parental involvement, Internet connectivity and access

to gadgets on student performance in online distance learning"

A Thesis Proposal

Presented to the Faculty of the College of Education

Global Reciprocal Colleges

Caloocan City, Manila

In Partial Fulfillment of the Requirements for the Course

Research in Physical Education

By

JOHN PAUL OPRE

JUDGE GIDEON SANGCO
LEONARDO FERRER
RIZA CURLY GALEON
JOHN ANCHE RAPSING
FRANCES LYNN GESTO

FEBRUARY 2021
 ABSTRACT

The Influence of parental involvement, Internet connectivity and access to

gadgets on student performance in online distance learning has a huge impact for one
student capability to gain knowledge in the midst of global crisis which is pandemic,
each factor used as a tool to measure their performances through new methods of
learning. The dominant explanation of this study is focusing the factors that affect on
student performances. It’s primary uses Likert scale to be able to show the effects of
internet connectivity, access to gadgets and parental support to student’s performance
in this new normal online distance learning, this study is only limited for one school year.
It also implies the abrupt adjustments of students from face-to-face classes to online
distance learning. Researchers use data from descriptive method, this respondent will
be gathered from two (2). The First respondent is a student and secondly the
Involvement of their Parents. Researchers adopted different survey questionnaires via
Google forms which divided into several sections. Each section has particular questions
that focus on their status whether they’re for student’s respondents or Parents
involvement for online distance learning aspects.
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

1.1. Introduction

“We need to pivot what we have been doing before to something that is
new, and adapt to the new normal.” - Amisola

Distance learning and online instructions is a medium of teaching and learning in

today's new normal settings, the big adjustment of teachers and students to cope up
and able to get along with this new normal are so vital, there are so many factors
that really affects of the student’s performance or academic status, In Today’s new
 normal some of the influential predictors that we might see here are the involvement
of parents, internet connectivity, access to gadget that really have a big effects to
the students’ academic performances.

In the present new normal Distance education is a medium of teaching and

learning that has grown significantly in the past 10 years as indicated by the number
of higher education institutions that offer courses and/or full degree programs via
distance learning. According to the National Center for Education Statistics (NCES)
(1999), the number of degree-granting higher education institutions offering distance
education courses increased from 33 percent in 1995 to 44 percent in 1997-98.
More specifically, the use of computer-based technologies has increased from 22
percent in 1995 to 60 percent in 1997-98. The definition of distance education has
been refined and redefined over the years. This is seen in the evolution of Moore 's
distance education definitions. In 1990, Moore described distance education as “all
arrangements for providing instruction through print or electronic communications
media to persons engaged in planned learning in a place or time different from that
of the instructor or instructors” (p. xv). Later, Moore and Kearsley (1997) refine the
definition to specify that the learning is planned and includes “organizational and
administrative arrangements” (p. 2). Most definitions specify that distance education
is teaching and learning that occurs asynchronously – the learner(s) and instructor
separated by time and space – using a variety of technical media to support the
teaching and learning (Keegan, 1996; Eastmond, 1998; Locatis & Weisburg, 1997).
For the purpose of this review, distance education will refer only to this
asynchronous, web-based, online format.

1.2. Theoretical Framework

The Operant conditioning Theory of Burrhus Frederic Skinner tackles the

behavior that depends on its consequences that follow that behavior. Skinner
believed that instead of focusing on the internal thoughts and motivation, it's better
to focus on the external observable causes of human behavior. (cherry)
 “Active behavior that operates upon the environment to generate consequence -
Skinner. This theory explained how to get the scope of learned behavior that humans
exhibit every day. (McLeod, 2018)

Operant conditioning theory also known as Instrumental conditioning by B.F.

Skinner was based on Thorndike’s (1898) Law of Effect. According to this principle
which explained that behavior or actions that are followed by pleasant outcomes is likely
to be repeated and any behavior or actions followed by unpleasant outcomes is less
likely to be repeated”. (McLeod, 2018)

According to (McLeod, 2018) Skinner conducted an experiment using animals

such as rats and pigeons then put them in the “skinner box” that is also known as
operant conditioning chamber that he built, it's quite similar to Thorndike’s puzzle box. 
With this device the learning method implements rewards and behavior that associate
the consequence for that behavior whether it’s positive or negative. For example
skinners put the rat inside the box with a lever and bowl, if the green lights are on and
the rat press the lever they will receive food as a reward but if they press the lever when
the red is light then they will receive a punishment. Through this the rat learns that if the
green light is on then they will receive a reward and if the light is red then they will avoid
it. (cherry, 2020)
Like what Skinner did, in order for the students to focus their study in online
distance learning the parents' involvement will be a great deal to maintain the balance
or increase their academic performance.

POSITIVE
REINFORCEMENT:
Reward/Praise
 POSITIVE
REINFORCEMENT:
Reward/Praise
RESULT:
Studying
BEHAVIOR: Increase
STUDYING
NEGATIVE
REINFORCEMENT:
Scolding/nagging FINAL
cease RESULT:
Academic
STUDENT
Performance
increase
POSITIVE
PUNISHMENT:
BEHAVIOR: Scolding/nagging
Distracted by cease RESULT:
social
Using social
media/games
media and
playing will
decrease
NEGATIVE
PUNISHMENT:
Forbidden to use any
social sites/games
1.3. Conceptual Framework

STUDENTS
PERFORMANCE

FACTORS AFFECT

PARENTAL ONLINE
INTERNET GADGETS
INVOLVEMENT DISTANCE
CONNECTIVITY
LEARNING
 Financial Signal -Mobile Phone
-Load -Mobile data -Synchronous
-Laptop
- Wi-Fi bills -Pocket Wi-Fi -Asynchronous
-Tablet
-Xerox for -Post-paid/lan Modular
-PC
modular

1.4. Statement of the Problem

The proposed study aims to identify the influence of Parent involvement, internet
connectivity, gadgets affect to the student performance in online distance learning:

1.What is the profile of the students in terms of:

  1.1.Academic performance
1.2.Grade level
1.3.Achievements
2. The capacity level of parental involvement in terms of:
2.1.Educational attainment
2.1.1.Elementary
2.1.2.HighSchool
2.1.3.Tertiary
3. To what extent does the parental involvement affect to the students’ performance
in terms of:
 3.1. Academic performance
3.1.1.Grade level
3.1.2.Achievements
3.2.Educational attainment
3.2.1.Elementary
3.2.2.HighSchool
3.2.3.Tertiary
4. 4. To what extent do online platforms be recommended in terms of:
4.1. Usefulness in online distance learning
4.2. Electronic communication
4.3. Internet access
4.4. Educational purposes
4.5. Acquiring computer skills
as the educational sector faces the new normal, various schools all over the country
conduct several teaching methods to deliver instructions to students. The level of
capacity of the high school students to make adjustments to the given methods of
teachings has to be determined.

1.5. Hypothesis

- This research technically tackled how to influence the student to their

performance with the use of internet connectivity through gadgets including parental
support in synchronous and asynchronous learning. Apparently, synchronous and
asynchronous are both methods that are very important when it comes to online study.
The first refers to education in which the students have the opportunity to learn and
interact at the moment with their teacher Synchronous is, precisely, a form of group
learning where everyone learns at the same time. On the other hand, asynchronous
learning is one that can occur either live or offline later via the teacher's previously given
recordings, content, and educational tools. Not only for students or teachers, but also
for parents or guardians, this pandemic is a great help, especially now in our current
situation. Also with the help of gadgets we have communication with one another.
Online learning helps to lessen the situation right now in a way between a student and a
teacher communicating their lessons on the internet without interacting physically to
each other. Just imagine if online learning is not invented in this time of pandemic are
we going to make it through to our classes? Are we going to continue our lessons and
get knowledge between teachers and students? Of course, it is impossible to pursue
what we started especially in our situation right now. Therefore, asynchronous and
synchronous are very important categories for the teacher and students when it comes
to the learning process because through this, we still get knowledge, we still learn our
lessons, we still continue to pursue our career, and especially we still get more to
explore and give importance for everything.

1.6. Scope and Delimitation of the Study

This study focuses on Influence of parental involvement, Internet connectivity

and access to gadgets on student performance in online distance learning.

There are one hundred (100) respondents of this study which consisted of Sixty five
(65) High school students and thirty five (35) parents which were randomly selected.
The researchers use a questionnaire as an instrument to conduct a survey in a form of
likert scale to be able to show the effects of internet connectivity, access to gadgets and
parental support to student’s performance in this new normal online distance learning.
This study is only limited for one school year.

1.7. Significance of the Study

 The researchers believe that there is a need to undertake this study to find out if
parental involvement, internet connectivity, and access to gadgets will impact the High
school student’s performance in Synchronous and asynchronous class. To the students,
this undertaking will help the students develop the right attitude in improving their
academic performance during this new normal having both synchronous and
asynchronous classes. To the teachers, this study will provide the teachers with a
framework for improving classes suitable for the new normal classes both in
synchronous and asynchronous classes. It will motivate them to come up with varied
opportunities for the development of students’ academic performance. To the parents,
the results of this study will encourage parents to be involved in their child’s learning.
Thus it may trigger the parent's attitude to be with their child throughout the learning
activity outside the classroom. They will be motivated to work hand-in-hand with the
school in improving their child’s academic performance. For the Curriculum Planners,
the findings of this study will provide the curriculum planners to evaluate and redefine
curricular goals and instructional objectives. It will lay down a baseline for structuring
strategies that may be implemented during synchronous and asynchronous class and
aligned it to the needs of the 21st-century learners and, lastly, the Administrators, the
results of this undertaking will offer background information to the school heads and
administrators to emphasize that there is a need to improve the curriculum by providing
gadgets, internet connectivity and promoting parental involvement in the teaching-
learning process.

1.8. Definition of Terms

1. Parental Involvement- In general it’s a way with the system of integrated supports.
School needs to build partnerships with parents and develop responsibility for children's
success in the educational system. In this way, parental involvement is increased,
parents' effort to support schools is encouraged, and they are directly making a positive
impact to a successful educational system.
2. Internet Connectivity- Internet makes our daily task easier to do. It's become more
convenient as compared to the times when we don’t have the internet. The Internet has
always been an inherently educational tool. It’s a powerful tool for communication, the
potential of the internet connectivity is to offer individual learners increased freedom
from the physical limitations of the real world. Educators would consider learners to
benefit from socially rich environments. the internet can support and offer individual
enhanced sources of knowledge and expertise that exist. The Internet Connectivity is
therefore seen as a powerful tool in supporting learning through authentic activities and
interactions between people and extended social environments.

3. Gadgets- Obviously the main tools for anything that we need in our daily lives. Essay
gadgets help students in learning, and have always been advancing throughout the
years. It is very useful in our everyday lives, especially in our school work that makes
our work easier. It has made a huge impact on a lot of us, especially on one's lifestyle.
Almost every student uses their gadgets for their academic works and we all know that
gadgets are reliable for every student because they know that it can help them in doing
their work.

4. Student Performance- Is commonly used for a student to measure the grades point
or the average. Teachers also make criteria on how they are going to measure every
student's capability in any task. Student performance can be assessed such as class
participation, individual or group activities, pre-test or post test, exams, projects etc. In
this way, the instructor can classify which student is good of whatever performance they
are capable with. Every student performance can demonstrate their knowledge of any
variety.

5. Online Distance Learning- Students and teachers use physical separation during
instruction with the use of technology communication. Online distance learning, the
students work online at home while the teacher assigns and checks in digitally. It
includes no interaction between teachers and students. However, they likely rely on
gadgets or digital use to communicate such as messaging apps, video calls, discussion
boards, and learning management systems.
 CHAPTER 2
LITERATURE REVIEW

             This chapter presents a survey of literature and studies from local and foreign
sources which revealed concepts, methods, and findings relevant to the proposed. The
insights gleaned from these findings proved valuable in pursuing this study.

The following paragraphs are discussions on what some theorists and

practitioners say that have a bearing on the conduct of this study.

2.1 Research on Engaging Students in Asynchronous Online Classes

In this paper, Shannon A. Riggs and Kathryn E. Linder they suggest that well-
established fundamentals of online course design and facilitation still need to reach and
be accepted by a broader audience within higher education, and that lingering
perceptions about quality differences between face-to-face and online education signify
a professional development gap—one that can be bridged with training about active
learning pedagogy and models for active learning in online asynchronous classes.
Importantly, active learning activities and pedagogical strategies can look different in
online learning environments, and some instructors can find incorporating active
learning to be challenging, particularly in asynchronous courses when students are not
interacting with the instructor, or with each other, in real time. This paper suggests a
three pronged approach for conceptualizing active learning in the online asynchronous
class: the creation of architecture of engagement in the online classroom, the use of
web-based tools in addition to the learning management system, and a re-imagining of
discussion boards as interactive spaces. We believe that the adoption of these
approaches invites meaningful action and various forms of reflection to create truly
active learning activities in online asynchronous classes. Active learning activities and
pedagogical strategies can look different in online learning environments, particularly in
asynchronous courses when students are not interacting with the instructor, or with
each other, in real time. This paper suggests a three-pronged approach for
conceptualizing active learning in the online asynchronous class: the creation of
architecture of engagement in the online classroom, the use of web-based tools in
addition to the learning management system, and a re-imagining of discussion boards
as interactive spaces. The adoption of these approaches invites meaningful action and
reflection to create truly active learning activities in online asynchronous classes.

2.1.1 Research on Synchronous vs. Asynchronous Tutorials

This study tackled the difference of asynchronous and synchronous. According to

Ruth Beyth-Maron et al., this study aimed to determine the factors that affect students’
preferences regarding tutorial modes. A learning-habit inclinations questionnaire (LHIQ)
was constructed and administered to 288 students. Factor analysis revealed four
factors: “time management,” “ease of access” to learning materials, “positive aspects of
interaction” and “negative aspects of interaction.” Seven satellite-based synchronous
tutorials were delivered to 92 students in a Research Methods course. The following
semester, 73 other students taking the same course received the same seven tutorials
with the same tutor but in a mixed mode of delivery: three similar satellite-based
synchronous tutorials and four satellite-based asynchronous videocassettes containing
the recorded tutorials of the previous semester. Attitudes toward different components
of the learning environments were measured and the LHIQ was administered. Results
revealed that preferences of tutorial mode were determined by students’ learning-habit
inclinations: Those who prefer the satellite-based synchronous tutorials have stronger
views toward the positive aspects of interactions and score lower on the need for
autonomy and access to learning materials than those who prefer the satellite-based
asynchronous tutorials. Methodological (lessons on field research), theoretical
(significance of learning styles in effective teaching and learning), and practical
(flexibility in teaching practices) implications are discussed.
2.1.2 Research on the Influence of Instructor-Generated Video Content on Student
Satisfaction with and Engagement in Asynchronous Online Classes 

According to Peter J. Draus et al., the growth of online learning has been one of
the most important trends in higher education. The growth rate of fully integrated online
schools and traditional university offerings of online programs continues to rise, and the
number of students involved in these learning environments is also high.  One of the
challenges in offering online education is to simulate the dynamics of the classroom
environment in which much of the learning process takes place. Generally, most
asynchronous online courses use discussion boards as the primary mechanism of
interaction between faculty and students. . Another challenge in this learning
environment is forging connections between faculty and students (Garrison & Vaughan,
2008; Suarez-Brown, Grice, Turner, & Hankins, 2012). Strong relationships between
faculty and students have consistently been viewed as a primary factor in student
success and satisfaction. However, forging relationships in an online environment
presents unique challenges. One 240 MERLOT Journal of Online Learning and
Teaching Vol. 10, No. 2, June 2014 method of developing stronger connections
between faculty and students is by having individual faculty develop personal video
content that can be integrated into asynchronous online courses (Knee, Musgrove, &
Musgrove, 2000; National Teacher Training Institute, 2006). Development of improved
video techniques in online learning platforms and the cultural acceptance of videos in
everyday life make the use of instructor-generated video content within online education
an important area of study (Revere & Kovach, 2011; Robinson & Stubberud, 2012).
Given the growth of online education, the demonstrated relationship between student
engagement and success, and the increasing ease of use and familiarity of both
students and faculty with video content, assessing the influence of video content on
student related success metrics is an important area of study.
2.1.3 Research on Educational Outcomes of Synchronous and Asynchronous
High School Students: A Quantitative Causal-Comparative Study of Online
Algebra 1 

A study of Sharon Berry, the purpose of this causal-comparative research

study was to determine if a significant difference exists between the educational
outcomes of students enrolled in synchronous online Algebra 1 courses and those
enrolled in asynchronous courses. This research added to the current research on
online education by exploring differences between synchronous and asynchronous
courses.

This is important for those stakeholders who have already chosen online courses
as their best educational option. This study is important to a practitioner audience
because it provides insight into whether asynchronous courses have educational
outcomes comparable to the outcomes obtained in a synchronous setting. District and
school administrators can use the information gained from this research to plan and
develop their own online courses. Creating quality online courses in both synchronous
and asynchronous formats will improve students’ learning experiences. Furthermore,
the findings will guide much-needed future research into creating and teaching quality
online courses.

A study of the effectiveness of synchronous and asynchronous online course

formats is important for several reasons, the first of which is simply the growing number
of virtual learning opportunities available to high school students. Concerns have been
raised about the educational outcomes of online programs, so evaluating the quality and
effectiveness of these programs has become a priority for educators. Online education
can be utilized to provide access to quality instruction for all students. Individual
students and families are affected the most by online education, as it offers much-
needed flexibility (P. Kim et al., 2012; Koenig, 2011) for students involved in competitive
athletics, modelling, or drama; for students whose parents serve in the military and are
required to move frequently; and for those families affected 13 by safety or
overcrowding issues in their neighbourhood school 
2.2 Research on Parental Involvement in School: A Literature Review

What makes a flawless parent? Asks for the best-selling novel "Freakonomics" in
chapter five (Levitt & Dubner [2005, p. 147-176]). "As an art and science, parenting has
a number of attractive features for an economist like Steve Levitt, who sees economics
as a discipline "with excellent answers but an extreme lack of interesting questions.
People spend vast amounts of time and money finding parenting advice, as reflected by
the booming media industry devoted to the sub-sector.Parenting theories" are today
gaining strength in the shaping of policies for childhood and education. Nevertheless,
much of what is believed in this area is based on the views of scholars, and there is no
solid proof of the benefits of parental investment.

Disappointingly, to quote freakonomics (Levitt & Dubner [2005, p. 175]), Levitt's

response to how much parents matter for the success of a child is:

As a parent, it's not so much a matter of what you do; it's who you are.

The explanation is that much of what parents do can be traced back to who they are:
their own history and atmosphere are heavily influenced by parental attitudes. And once
context characteristics are taken into account in traditional regression analysis, much of
the association between parental activity and the results of the child disappears.
If the response from Levitt was correct, then parental participation in school would be a
waste of parental time. Yet the general atmosphere in the education community has
forced schools to reform in many countries, giving parents a more important role[1].
Plans to encourage parental engagement have also been scaled up to the national level
and include the "No Child Left Behind" Act (2001) for the US and the Green Paper
"Every Child Matters" (2003) for the UK in certain respects. But long before federal or
national funds became available, local efforts to strengthen the dialogue between
parents, local governments, and schools have grown tremendously. Moreover, in the
US where a National Network of Partnership Schools based at John Hopkins University
has been set up since 1996, researchers have taken an active part in organizing this
initiative.

This paper explores what we know about the levels, determinants and impacts of school
parental engagement, and what we can learn from the latest wave of reforms.
From an economist's point of view, parental involvement can be described as a direct
effort given by the parent to improve their children's educational performance. This
concept indirectly refers to a feature of education development, and one of its
arguments is parental involvement. The broad perspective adopted here represents the
Harvard Family Research Project's concept of family involvement, one of the leading
research groups on family involvement outside economics: its definition includes all
parent behaviours that are explicitly linked to learning" (Bouffard & Weiss [2008]). This
examination is concerned with the involvement of parents in education, described as the
efforts of parents during the school age of their child. Traditionally, however,
sociologists and education practitioners have described the role of the family from the
viewpoint of the school.

There are other attempts to describe parental engagement in education. Traditional

meanings are restricted to activities related to schools, and sociologists have
distinguished between home-based activities e.g. supporting children with homework,
addressing the experiences of their children in school) and school-based activities(e.g.,
communication with the school and participation in school-based activities) (Sui-Chu &
Willms [1996]; Deslandes & Bertrand [2004]; Walker et al. [2005]; Green et al. [2007]).

In most attempts to describe parental participation by educational researchers, the

motivation for better educational performance for the child is prevalent. Parental
engagement is also instrumental to accomplishment, which is what parents care about
in this view. As a result, the effects of parental involvement on children are usually
assessed. Some stakeholders however see parental involvement as also, or especially,
helping parents themselves; schools' national or local parental involvement systems are
largely a way to improve "customer satisfaction" in this view.
Therefore the role of economics in such an area originally a field mainly studied by
sociologists and psychologists, is primarily to be answered by the following questions:
what is the causal effect on children of the level of participation for each form of
spontaneous parental involvement that exists? And what are the causal effects on
children of the parental engagement policies that governments and researchers have
implemented? This analysis therefore starts with a detailed economic literature survey
of the levels, impacts and determinants of (broadly defined) parental involvement.

We cull (mainly non-economic literature on parental participation in education after this

brief analysis of economic literature in order to lay the foundations, in the last three
chapters, for a deeper economic understanding of its significance. With regard to non-
economic literature, this analysis is far from comprehensive and selects only the key
studies referring to three objectives.

The first aim is to explore psychological hypotheses about the motivations for
participation and the mechanisms that may explain the positive impact of parental
participation. The second goal is to scan for empirical data on the determinants of
spontaneous parental involvement levels. In particular, sociological literature enriches
our understanding of participation decisions by pointing to costs and obstacles to
participation that are beyond the control of parents.Finally, the last aim is to explore
what is known today about the effect of parental involvement, and the only non-
economic studies that can quantify a causal impact are studies on parental involvement
systems that supplement studies on spontaneous levels of parental involvement.
Consequently, they may provide a partial answer to the second question, but studies of
high quality program evaluation are in fact uncommon.
Indeed a major weakness of much of the current empirical literature on the effects of
parental involvement is its inability to account for the fact that parents do not choose
their degree of involvement randomly and are not randomly chosen to engage in
programs of parental involvement, so that any association between family involvement
and the results of children need not be causal. In conclusion, we argue that by eliciting
sound causal relationships, economists may contribute to the discussion.

1. Economic literature on the participation of the family in education

Education economists are mostly concerned with education-related capital and their
returns. Parental time is a quantitatively significant input into the role of educational
production; however, we know very little about the causal relation between levels of
participation and the performance of children.
(Gouyon[2004]).
We assume that two limiting factors can explain the shortage of research into returns to
family involvement: the availability of data that calculate inputs and outputs
simultaneously, and the identification hypotheses placed on data to credibly estimate
returns, which further reduce the number of acceptable data sets.

Consider the two methods used in economic literature to calculate returns to inputs in
education to illustrate this latter argument (Todd & Wolpin [2003]).
 (See, e.g. Priest [2002]), divorce (see, e.g. Piketty [2003]), or the number of children
using twin births as an I (see, e.g. Black et al. [2005]).
In Patacchini & Zenou[2007], a simple extension to the altruistic utility function would be
to add "identity" to the utility of the parents (Akerlof & Kranton [2002]). Identity, or self-
image, is described as a result of the match between the ideals for the social category
chosen and the actual actions and features of the parents. With these priorities, parents
investing effort to get interested in the education of their child gain utility both through
the impact of their investment on the success of the child and through the impact on
their own self-image of this investment.

2. Why do parents become involved in their children’s education?

We begin our review of non-economic literature by presenting theories of why parents of
school-aged children become involved in their child’s education. What are the relevant
process variables according to research in psychology, sociology, and education, that
motivate the decision by parents to become involved, and why does this involvement
positively influence educational outcomes?
According to the psychological model proposed by Hoover-Dempsey & Sandler [1995],
three (dynamic) constructs primarily influence parents’ involvement decisions:
Through multivariate analysis of questionnaire results, the role of the three listed
constructs in influencing the decision to become involved was explored using these
steps. Although the findings vary depending on the specific context examined, a general
finding is that all constructs seem to make important contributions to explaining
participation (Reed et al.[2000]); however, further findings of these empirical studies
have led to a significant distinction between mechanisms that guide participation at
home and at school (Deslandes & Bertrand [2004]). In particular, effectiveness tends to
play a pre-eminent role for home-based participation, although invitations from teachers
and children make the greatest contribution to understanding levels of participation for
school-based participation (Deslandes & Bertrand [2004]; Green et al. [2007]).

3. The determinants of spontaneous parental involvement levels

The bulk of the current empirical literature on parental engagement focuses on
spontaneous levels of participation. In order to explain the nature and size of
participation, recent research in this field adopts advanced statistical techniques:
determinants, conditioning variables, and levels. Most studies concentrate on parental
involvement covariates; however, research also indicates that parents adapt their
involvement to the context, and a small literature exists on how parental involvement in
school is linked to the age and gender of the child.
Guryan et al.[2008] advance the following possibilities as an explanation for their
results: childcare is a luxury good higher educated parents have a higher preference for
childcare); higher educated parents have a lower elasticity of substitution between own
and market-based childcare; or higher educated parents have higher returns on
investing in children. Higher returns do not, however necessarily trigger higher
investment, as substitution effects could interact to reduce the time spent while still
producing the same level of human capital; different preferences must be part of the
explanation.
Finally, Deslandes & Bertrand [2004] demonstrate how socio-economic status is
empirically related to the psychological constructs that motivate participation. In
particular, the completed schooling years of parents are associated with their sense of
effectiveness in helping their child succeed in school.

The existence of peer-effects at levels of parental participation is investigated by an

interesting development of empirical literature on socio-economic status. The US
National Education Longitudinal Study (NELS) is used by Sui-Chu & Willms[1996] to
examine patterns of variation in parental involvement between and within schools
through socio-economic status. They show that most of the variation in parental
involvement occurs within schools; the authors also show that in addition to the
individual socio-economic status, the mean socio-economic status of a school shows a
positive association with parental involvement levels, providing evidence for peer effects
or positive sorting. In some respects, this finding mirrors the outcome for the UK by
Patacchini & Zenou [2007].
A second spin-off of this study asks whether the return to parental participation varies
according to socio-economic status. However to date, only correlational evidence on
this point exists. Using NELS data, several authors have shown that for families with
high socio-economic status [McNeal, 2001], for whites, and more generally for the
traditionally advantaged sections of American society, the correlation of involvement
with academic achievement, truancy or dropout behavior is stronger (McNeal [1999];
Desimone [1999]). The endogeneity of parental participation decisions is not accounted
for by any of these studies.
2.3.1 The involvement of parents is an active area of social innovation, as we
have already emphasized.
Existing programs can be categorized according to a range of dimensions and differ
from each other in many ways. An influential classification differentiates programs
according to the type of participation that schools are trying to foster. Joyce L. Epstein
differentiates between six types of participation (Epstein [1986]; Epstein & Dauber
[1991]):
To our best knowledge, only two studies of school-based parental participation
programs have used random assignment rules: programs aimed at parents, whose key
measure of effect is on children [10].
The SPOKES programme (Supporting Parents on Kids' Education in School) is the first
school-based parenting initiative to be submitted for impact evaluation using guidelines
that randomly assign subjects to test and control classes (Scott et al. [2006]). This is an
initiative that incorporates a readiness-to-read adult literacy program with parenting
assistance (the "Incredible Years" videotape program offered to families in a deprived
area in South London, with the majority of qualifying ethnic minority groups. Parents
were recruited from their children's primary schools. The assessment showed
substantial improvements in parenting behaviors (increased parental sensitivity, more
child-centered parenting, increased use of calm discipline in reaction to unwanted
actions, decreased criticism); the study was also correlated with an improvement in the
commitment of the child to the task, although no significant change in antisocial
behavior or in the ability of the child to read could be assessed.

Balli et al.[1998] perform and evaluate a very small-scale experiment, one involving
three classes, which assigns two treatments and one control to them randomly, where
the two potential treatments consist of different levels of invitations to parents to engage
in the mathematics homework of their children. This research is more appropriate for a
pilot study than for a full-scale experiment, because of the limited number of
randomization units (3), and any conclusion must be taken cautiously. The authors find
that it is an efficient way to increase their level of engagement to enable parents to get
involved; they do not however, detect differences in the performance of students from
the three groups.

In the background of early childhood interventions, a much more comprehensive effort

to rigorously assess parental engagement programs occurs. For example, an
experimental sample is included in the U. S. Even start program (see, for example,
Ricciuti et al. [2004]). This is an on-going family literacy initiative aimed at low-income
families (see U.S. Department of Education, 2008, p. 152): interactive parent-child
literacy programs, parenting education, as well as more general adult education and
early childhood education are offered for families under this scheme. The evaluation
sample consists of 463 families (309 tests and 154 controls); no analysis on this
evaluation sample indicates any substantial program-related changes, although the
design has sufficient statistical power (ability to detect effects of a certain magnitude,
given the sample size) unless the program is expected to generate significant impacts.
In Mattingly et al. [2002], other matched control group assessments of parental
engagement programs are reviewed; they typically fail to provide proof of the program's
efficacy with regard to student outcomes.
Finally, more modestly, a number of studies restrict themselves to qualitative
statements about effects (see, e.g. Harris & Goodall [2007]). Mattingly et al. [2002], a
meta-analysis of 41 measures of parental engagement systems at US colleges, and
Desforges & Abouchaar [2003] for the UK, may be referred to the interested reader.
A consistent and undisputed finding is that levels of involvement can be increased to
summarize the scarce evidence on the causal effect of parental involvement programs.
"As Desforges & Abouchaar [2003, p. 70] write, however the jury is out on whether this
makes a difference to the accomplishment of the student. Available evidence indicates
that impacts on non-cognitive abilities (patience, self-control,...) are more important than
on pure cognitive abilities.
2.3 Research on Cognitive Presence for Effective Asynchronous Online Learning:
The Role of Reflective Inquiry, Self-Direction And Metacognition

     The world is already changing especially in our education system. Due to the crisis
of the covid 19 virus the people need to follow the social distancing, to avoid the virus to
be spread. Human nature is to adopt in any situation, that's why higher education
decided that this school year will continue but it will be a synchronous and
asynchronous learning. 

     Asynchronous learning is one of the educational technologies that educators use to

teach especially nowadays. According to Randy Garrison . (2003) using asynchronous
online learning to stimulate the traditional method simply misses the point of operating a
new medium with unique properties. Asynchronous learning is not just an online
learning material or another educational technology to be used  as a simple
enhancement to the student, then forget about it if some new comes along. It's meant to
stay  for educators to reflect on the teaching and learning process and what constitutes
effective learning. 

     The goal of this research is to inspect issues of asynchronous learning environments

in terms of cognitive presence in achieving higher-order learning outcomes. (Garrison)

According to Randy Garrison et al. (2003) Education is important to everyone because

in life learning is everything, you can learn through personal and public learning
experience. It's a challenge to the educators how to teach and connect using
asynchronous online learning to be able to create communities of learning and inquiry
that integrate the cognitive, social and teaching presence to meet the individual and
societal needs. Asynchronous online learning has its own particular properties to blend
the interactive and reflective characteristic so even a small face-to-face it can still build
up the cognitive presence.
  Asynchronous online learning has two important properties: reflection and
collaboration that will shape the cognitive presence in ways unique to the medium.
Cognitive presence covers the process of both reflection and discourse in the initiation,
construction and confirmation of relevant learning outcomes. Understanding the
cognitive presence is a priority; it's not just a goal for a more educational experience. To
have effective learning it must take contemplation for both the internal cognitive process
as well as the external contextual elements that precipitate and shape thinking.
(Garrison) 
      
A. Reflective Inquiry
        According to Dewey (1933), the most challenging is how “shall we treat subject
matter so that it will rank as material of reflective inquiry, not as ready-made intellectual
pablum to be accepted and swallowed as if it were something bought at a shop” (p.
257). Asynchronous online learning is a broad written communication that provides the
conditions that encourage if not require reflection; it's a distinction to the natural verbal
communication of face-to-face learning contexts. For Dewey (1933), reflection is a state
of learning and one’s own mind (knowledge and strategies; to know and use). To learn
more about reflection it needs to convince through a series of questions and actively
monitor the inquiry for the purpose of achieving understanding. 
B. Self-Directed Learning
           Self-directed and having a responsibility to learn  is a nature of asynchronous
online learning. It's both a challenge and an opportunity for asynchronous online
learning, to control the monitoring and managing the cognitive and contextual aspects of
their learning. For the Educators they have this responsibility to provide instruction and
guidance that will encourage and support the students to their learning. (Garrison) The
advantages of asynchronous online learning are that it promotes a self-directed and
regulated learning.
C. Metacognition
         “Metacognition consists of knowledge and regulatory skills that are used to control
one’s cognition” (Schraw, 2001, p. 6). First Knowledge of oneself and possible
implementation strategies, second is Regulation of cognition that  “refers to a set of
activities that helps students control their learning” (Schraw, 2001, p. 4). 

     According to Paris and Winograd (1990) metacognition is generally recognized as

“captures two essential features … self-appraisal and self-management of cognition” (p.
17). Self-appraisal is reflection of knowledge and motivational states for the aim of
resolving a problem; on the other hand self-management is metacognitive orchestration
of actually solving a problem.

2.4 Research on DepEd to release standards for computers, gadgets as students

gear up for alternative learning.

The Department of Education discharge norms for contraptions as understudies gear up

for elective learning for this coming school year last June 10, 2020. As indicated by
CNN, guardians were at that point purchasing PCs, advanced cell phone, tablets that
are accessible in the market with low costs. Understudies utilize these basic devices for
their online classes.

2.5 Research on The effects of parental involvement on students’ academic self‐

efficacy, engagement and intrinsic motivation.”

William et.al, 2009, In order to promote positive effects on academic performance,

parents' educational aspiration and school initiated contact with parents are highly
encouraged.

2.6 Research on Educational Research Review.” Parental involvement on student

academic achievement: A meta-analysis

Castro et.al, 2015 states that the parental involvement which was most linked to high
academic performance is when parents get to be involved with the student’s learning
activities and have great supervision on it. It also shows that the strongest association
to academic performance is when parents (1) have high academic expectations for their
children, (2) and maintain good communication about school activities, and (3) help
them to develop reading habit
2.7 Research on A review of the relationship between parental involvement
indicators and academic achievement.”

Boonk et. al, 2018, state that, parent involvement in academic performances of children
has a positive outcome, parental involvement will stay when children grow older. it will
change because of nature.

2.7.1 Research about the impact of parental support on the academic

performance and self-concept of the students
Parent’s educational ambition for their children is correlated strongly with their
socio economic status. Khan, khan and Zubairi (1999) stated that “interacting and
sharing of child’s activities is affected by the level of parent’s education and income”.
Most of the families that have low socioeconomic status don’t have a deeper
understanding in terms of the requirements of their children's education. Some of them
have their own strategy to help their children in doing their homework, activities or other
modules that their child must do, while others always rely on the school capabilities for
the learning of their children. In addition to this,  the performance of their children was
poor in Academic Achievements. ( Chohan, khan).

According to Gonzalez-Pienda et al. (2002) Parental support is likely to decrease

as children move from primary to middle and to high-school grades, because parental
support changes at different age levels of children. Comparable to the study of Fan,
(2001) that the sense of responsibility of one child develops when he/she gets older. In
addition to this, those students whose parents are always there to support and expect
higher of their child are performing better from the beginning of their studies up to their
academic progress within the transition of their levels from middle up to higher grades. 

In Emotional aspects of one child, the responsible and eligible one who supports
them is their parents, especially when they face difficulties in one subject or field of
learning, teach and encourage them to strive harder, giving them good advice and
guidance in school related matters. Suddenly those deprived parents may act violently
to their child.
 According to Repetti (1996) “Children described themselves as more demanding
and difficult with their parents on days in which they had earlier views more problems
with peers, such as being bullied by another classmate of feeling left-behind by friends,
or more academic difficulties such as receiving poor grades or having problems with
school activities ”. (Chohan & khan, 2010, )

2.7.2 Research about the Role of parents in the “new normal” in education :

In today’s current situations we are facing a “new normal”  education which is

blended learning with the use of learning tools, different kinds of modality, online-
learning, modular and other types of new normal education tools that will help students
learn in a midst of this crisis. As it prepares for the “new normal’ in education due to the
changes brought about by the covid-19 crisis, the Department of Education (Dep-Ed)
underscores the important role of parents and guardians in making sure that the
learning of their children will continue amid expected disruptions. (Malipot 2020).
 

 Dep-Ed is preparing the implementation of multimodal approaches to learning

such as online learning, Face-to-face classroom instruction may still not be possible if
schools remain closed due to the continued threat of COVID-19. Smaller classrooms
sizes, Saturday classes, and other alternative delivery modes (ADMs) are also being
considered to ensure that learning of students will continue. (Malipot 20202)

The role of the parents especially on an online platform is very relevant and
huge. If online learning will be used, there are several considerations that would require
parents’ participation and involvement such as the facility to be used, gadgets, internet
connection, among others. The scope of Dep-Ed’s responsibilities may be extended to
parents and other family members to ensure the success in implementing online
learning. “If the parents or other family members like grandparents, aunties or uncles,
and even the nanny, we need to give them orientation too.”(Malipot 2020)
Synthesis:

As preparation for online classes, DepEd gear up for elective learning for this
coming school year last June 10, 2020. As indicated by CNN, guardians were at that
point purchasing PCs, advanced cell phones, tablets that are accessible in the market
with low costs. Understudies utilize these basic devices for their online classes.

According to Garrison et al.,(2.3) Asynchronous online learning has its particular

properties to blend the interactive and reflective characteristics so even a small face-to-
face it can still build up the cognitive presence which is reflection and collaboration. It's
a distinction to the natural verbal communication of face-to-face learning contexts as
mentioned by Dewey (1933). Riggs and Linder suggest a three-pronged approach for
conceptualizing active learning in the online asynchronous task: (1) the creation of
architecture of engagement in the online classroom, (2) the use of web-based tools in
addition to the learning management system, and (3) a re-imagining of discussion
boards as interactive spaces. The supposedly quality differences between face-to-face
and online education can be bridged by training about active learning pedagogy and
models for active learning in online asynchronous classes. According to Draus et al.,
online classes are quite challenging especially the interaction between faculty and the
students. Hankins et.al mention that strong relationships between faculty and the
students have consistently been viewed as a primary factor in student success and
satisfaction and that personal video content can be integrated into asynchronous online
courses. Maron et.al, state that students who prefer satellite-based synchronous
tutorials have stronger view As preparation for online classes, DepEd gear up for
elective learning for this coming school year last June 10, 2020. As indicated by CNN,
guardians were at that point purchasing PCs, advanced cell phones, tablets that are
accessible in the market with low costs. Understudies utilize these basic devices for
their online classes. Online education can be utilized to provide access to quality
instruction for all students.

On the other hand, Parental involvement can be described as a direct effort given
by the parent to improve their children's educational performance as mentioned by
Bouffard & Weiss (2008) and Willms et. al., who define it as traditional meanings
restricted to activities related to schools, and home-based activities e.g. supporting
children with homework, addressing the experiences of their children in school) and
school-based activities(e.g., communication with the school and participation in school-
based activities). Parental time is a quantitatively significant input into the role of
educational production; however, we know very little about the causal relationship
between levels of participation and the performance of children. (Gouyon [2004]). In the
study of Scott et. Al., the assessment showed substantial improvements in parenting
behaviors such as increased parental sensitivity, more child-centered parenting,
increased use of calm discipline in reaction to unwanted actions, decreased criticism),
Castro et.al, 2015 state that the parental involvement which was most linked to high
academic performance is when parents get to be involved with the student’s learning
activities and have great supervision on it. It also shows that the strongest association
to academic performance is when parents (1) have high academic expectations for their
children, (2) and maintains good communication about school activities, and (3) help
them to develop a reading habit. Also, Boonk et al., claim that parental involvement
must stay when children grow older. So, to promote positive effects on academic
performance, parents' educational aspiration and school-initiated contact with parents
are highly encouraged (William et al.,). The role of the parents especially on an online
platform is very relevant and huge. If online learning will be used, several considerations
would require parents’ participation and involvement such as the facility to be used,
gadgets, internet connection, among others. The scope of Dep-Ed’s responsibilities may
be extended to parents and other family members to ensure the success in
implementing online learning. “If the parents or other family members like grandparents,
aunties or uncles, and even the nanny, we need to give them orientation too.” (Malipot,
2020)
 CHAPTER III
RESEARCH METHODS

This chapter presents the methodology, the research design, the description of the
participants, the research instruments used, the administration of survey questionnaire,
the actual research and the statistical analysis of the study.

3.1. Research Design

The design of this study was descriptive in the form of survey research. Isaac and
Michael as cited by Wells (2006) defined descriptive study as one that:

...describes systematically the facts and characteristics of a given population or area of

interest, factually and accurately. This kind of design is used when "determining what
others are doing with similar problems or situations and benefit from their
experiences in making future plans and decisions.

According to Manuel and Medel(1976), descriptive research involves the

description, recording, analysis and interpretation of the present nature, composition, or
process of phenomena.
Survey research on the other hand is described as "the collection of information from
sample individuals through their responses to questions (Check & Shutt, 2012).

3.2. Respondents of the Study

This respondents will be gathered from two (2). The First respondent is a
students and secondly the Involvement of their Parents. We adopted different survey
questionnaires via Google forms which divided into several sections. Each section has
particular questions that focus on their status whether they’re for student’s respondents
or Parents involvement for online distance learning aspects.
 Selection of the respondents

Table 1
Profile of the Student-Respondents in Terms of Age, Sex and Grade.
Variable Level Frequency %
Age 15-17 53 81.53
18-20 4 6.15
N/A 8 12.30
Sex M 19 29.23
F 42 64.61
N/A 4 6.15
Grade 7 1 1.53
8 12 18.46
9 37 56.92
10 0 0
11 3 4.61
12 2 3.07
N/A 10 6.5
COMPOSITE 65 100

Table 2
Grades of the Respondents
Levels Frequency % Mean SD
Above Average (90-100) 45 69.23 92.82 1.64
Average (80-89) 10 15.38 86.5 3.34
Below Average 10 15.38 79 0
(79-below)
Composite 65 100
 Table 3
Profile of the Parents-Respondents in Terms of Age, Sex and Educational
attainment

Variable Level Frequency %

Age 25-30 0 0
31-36 5 15.15
37-42 8 53.33
43-48 7 21.21
49-54 11 33.33
55-61 2 6.06
62-66 0 0
67-72 0 0
Sex M 1 3.03
F 32 96.96
Educational Elementary 0 0
Attainment Secondary 14 42.42
Tertiary 15 45.45
Graduate 4 12.12
(Master’s/Doctorate)

COMPOSITE 33 100

3.3. Research Instruments

A survey questionnaire on Students and Parental Involvement was adopted from fall
term et al (2003).
In this study, researchers will use an adapted survey questionnaire as an
instrument. The researchers will give survey forms both to the parents and to the
students as well. These questionnaires will be validated by the assigned professor and
will be given to the respondents. These will be comprised of 30 items for the students,
and 40 items for the parents. Items will be presented in a narrative form with 5-point
Likert scale choices. The questionnaires have two (2) parts, (1) the demographic profile
of the respondents and (2) questions that will provide data regarding the Influence of
parental involvement, internet connectivity, and access to gadgets on student’s
performance in online distance learning.

3.4. Administration of Survey Questionnaire

In this survey, the researcher distributes the survey through online via Google
classroom. Researcher distributes the survey questionnaire as an instrument. Through
online, the researcher distributes the adopted questionnaire to the parents that have
children who are now enrolled for today’s online distance learning and they also
distribute it to student respondents. Researcher gathered data through online.
By first defining the data necessary to respond to the report, General rule
questionnaires should be as transparent as possible, collect only the details needed.
Questionnaires can be answered by respondents by online.
It is possible to mail self-administered questionnaires. The questions are short
and clear, they are viable in a literate population. Complex or nested, It could be
preferable to have questionnaires. Interviews performed by online apps among
interviewers. Currently, online interviews produce shorter responses than Private
interviews, with participants appearing to favor the first in a series of potential
responses.
Questions may be closed-end questions. Closed-end questions permit a limited
number of questions; they only need acknowledgment and a choice between options for
response. Better accuracy, uniformity, clearer recall for the respondent, faster coding
and easier interpretation than open-ended questions are the benefits of closed-end
questions. The survey questionnaire was extended to one hundred High School
students.
3.5. Actual Research
The actual research was observed on the 1st week to 2nd week of January 2021
and the results of a gathered data were observed last week of the month of January
2021. Researcher distributes the survey questionnaire as an instrument. Through
online, the researcher distributes the adopted questionnaire to the parents that have
children who are now enrolled for today’s online distance learning and they also
distribute it to student respondents. Researcher gathered data through online.
By first defining the data necessary to respond to the report, General rule
questionnaires should be as transparent as possible, collect only the details needed.
Questionnaires can be answered by respondents by online. It is possible to mail self-
administered questionnaires. The questions are short and clear, they are viable in a
literate population. Complex or nested,
It could be preferable to have questionnaires. Interviews performed by online apps
among interviewers. Currently, online interviews produce shorter responses than
Private interviews, with participants appearing to favor the first in a series of potential
responses.
Questions may be closed-end questions. Closed-end questions permit a limited
number of questions; they only need acknowledgment and a choice between options for
response. Better accuracy, uniformity, clearer recall for the respondent, faster coding
and easier interpretation than open-ended questions are the benefits of closed-end
questions. The survey questionnaire was extended to one hundred High School
students.

3.6. Statistical Analysis

The results of this study were treated statistically by computing the following measures:
Descriptive Statistics which involved mean, SD
1. RQ 1: The description of the respondents in terms of age, sex and grade level of
a student’s respondent were measured by means of percentage
For student’s Statistical in terms of age, sex and grade level:
 2.

2. RQ 2: The description of the respondents in terms of average grades of the

students last school year / semester of a student’s respondent were measured by
means of percentage
For student’s Statistical in terms of average grades:
 3. RQ 3: The description of the respondents in terms of age, sex and grade level of
a Parent’s respondent were measured by means of percentage
For Parent’s Statistical in terms of age, sex and educational attainment:
 CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents a discussion of the research findings using descriptive and
inferential statistics. The findings relate to the research questions that provided a
framework for the study. Those data were then analyzed to be presented, discussed
and interpreted according to the perimeters of this research to answer the problem
sought for this study.
The data were analyzed based on the scores of the respondents from the control group
and the experimental group after taking the Survey questionnaire through Google forms.

Table 1. Mean, Standard Deviation and Coefficient of Variation of Innovation Table

INNOVATION
PIII S Q MEAN SD CV
1 3.96 0.84 21.21
2 3.65 0.81 22.19
3 3.69 0.87 23.57
4 2.67 0.93 34.83
5 3.74 0.93 24.86
6 2.83 1.01 35.68
7 2.67 0.92 34.35
8 2.91 0.83 28.82
9 2.85 0.93 32.63
10 3.19 0.76 23.82
11 3.3 0.8 24.24
12 3.33 0.84 25.22
13 3.29 0.93 28.26
14 3.08 1.09 35.38
 15 3.32 1.11 33.43
COMPOSITE 3.23 0.91 28.57

Table 1 shows the mean, standard deviation and coefficient of variation of

Creativity and Innovation among the students having Online Distance Learning.
Over all the data suggests that 43.28 % of the sample got neutral responses with
a mean of 3.23, an sd of 0.91 and a cv of 28.57 which means that they have fair
choice.

Table 2. Mean, Standard Deviation and Coefficient of Variation of Collaboration

COLLABORATION
  MEAN SD CV
1 4.6 0.65 14.13
2 4.4 0.73 16.59
3 3.65 0.8 21.92
4 4.14 0.73 17.63
5 4.4 0.55 12.50
6 2.37 1 42.19
7 3.85 0.91 23.64
8 4.54 0.56 12.33
9 4.41 0.6 13.61
10 3.05 0.99 32.46
11 4.41 0.65 14.74
12 3.6 1 27.78
13 4.02 0.71 17.66
14 4.05 0.59 14.57
15 4.2 0.67 15.95
16 4.6 0.55 11.96
17 3.14 0.77 24.52
18 3.97 0.7 17.63
19 4.2 0.71 16.90
20 3.58 0.89 24.86
21 4.41 0.65 14.74
22 4.11 0.75 18.25
23 3.7 0.83 22.43
24 4.14 0.73 17.63
25 3.71 0.66 17.79
26 4.2 0.75 17.86
27 4.65 0.48 10.32
28 4.48 0.65 14.51
29 4.02 0.89 22.14
30 3 1 33.33
31 3.79 0.094 2.48
32 4.48 0.65 14.51
33 3 1.21 40.33
34 3.85 0.97 25.19
35 4.05 0.93 22.96
36 3.51 1.03 29.34
37 3.77 1 26.53
38 3.74 0.85 22.73
39 4.31 0.63 14.62
40 3.58 1.1 30.73
41 4.3 0.89 20.70
42 4.06 0.86 21.18
43 3.32 1.09 32.83
44 4.43 0.76 17.16
45 3.41 1.16 34.02
 46 3.29 1.1 33.43
47 3.51 1.19 33.90
48 4.59 0.63 13.73
49 4.2 0.97 23.10
50 3.77 1.07 28.38
51 4.37 0.83 18.99
52 3.72 1.04 27.96
53 4.58 0.75 16.38
54 4.41 0.77 17.46
COMPOSITE 3.96 0.81 21.32

Table 2 shows the mean, standard deviation and coefficient of variation of

Collaboration among the respondents having Online Distance Learning. Over all
the data suggests that 37.48 % the sample got higher agree responses with a
mean of 3.96, an sd of 0.81 and a cv of 21.32which means that they have fair
choice.
 CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION

The purpose of this chapter is to summarize the study that was

conducted. Included in this summary are a review of the purpose of the
study, a restatement of the research questions, the research methodology
used, and a summary of the study results, conclusions and discussion.
Recommendations for further research and possible studies conclude this
chapter.

Summary

The purpose of this study is to determine the influence of parental involvement,

internet connectivity, and access to gadgets on the students’ performance in
online distance learning. The researcher uses descriptive research methodology.
Both students and parents/guardian are given different adopted survey
questionnaires via Google forms which divided into several sections. Each
section has particular questions that focus on their status whether they’re for
student’s respondents or Parents involvement for online distance learning
aspects. There are ninety-eight (98) respondents in the study, with sixty-five (65)
students and thirty-three (33) parents’/guardian respondents in each group. Data
collected from the respondents are the results of their answers in the survey
questionnaire by Google forms online.
 FINDINGS
After analyzing and interpreting the data collected from this study,
the findings obtain were as follows:
1. The following are the percentage of the corresponding profile of the
students in terms of:

Academic performance, the data that researcher gathered of the students

grade/remarks are 69.23% of a total grade is above average, while
15.38% are average, and 15.38% are also below averaged.

Grade level, the data that researcher gathered about the grade level of
the students respondents are 1.53% of grade 7, 18.46% of grade 8, 56.92
% of grade 9 which is the most highest percentage and correspondent,
while grade 10 is 0%, 4.61% are grade 11, 3.07% are grade 12, and 6.5%
for those didn’t answer of what level they’re.

2. The capacity level of parental involvement in terms of their educational

attainment. Base on the data that the researcher gathered has a 0% of
the parents who only graduated or attain Elementary school, while
42.42% are able to attain secondary level, 45.45% are tertiary, and
12.12% are a graduate.

3. The parental involvement affects to the students regarding of the

academic performance is to learn access the gadgets and to pursue the
students on focusing to their academic subjects and the parents will
motivate of their children to do their academic subject through the online
classes the parent will support the online classes of each students some
of the students will affects the academic subjects because of the lack of
knowledge to use gadgets and not learn of using the gadgets. Some of
 the parents will not access the gadgets because didn’t know how to
access the gadgets that we have especially to the undergraduate parents
some of the parents will not know about the online classes.
The affects of parental involvement to the academic performance of the
students are by assisting them to access the gadgets and to motivate
them to focus to their academic matters through online distance learning

4. The student has recommended that the online platforms to easily study
and to gain more learning’s about electronics. Students did not hard to
studying the online class because it is easily using the zoom/google meet
to the online classes’ students complete the subject without difficulty to
use internet easily. This is useful of these online classes for the student
because it is easy to learn. Sometimes student tempted to surf in social
media while listening to the online class and students pursue the skills
about computer to do his/her online work. Students motivated by the
material in an Internet activity outside of class.

Conclusions

This research aimed to identify on how student can effectively manage

their time in online class and how they will overcome and finish their study even
if they only use gadgets, the capacity of the signal of their data and Wi-Fi is not
enough, and how their parent support them in their online classes. Base on
quantitative and qualitative analysis of their study, and it can be concluded that
social distance and temporal distance are important because of the pandemic.
The result indicate that some student manages their online class through the
help of their parents.
In terms of parental support, many parents support their children in online class
so that they will not bather in their study. But sometimes the gadget they use is
not enough for their study. Some student belongs to indigent family where as
they cannot afford their own gadget which is a very vital to use in online class.
How could you cope up in a virtual study if you don’t have enough gadgets to
use? And virtual is really different from actual class because there are many
disturbances to communicate with their instructor such as electricity, data
connection that makes to the students a big disturbance. However, some virtual
student is getting better. Because indigent student is very interested to study or
to learn and using their time wisely.

Recommendations

Upon finishing this Study, the researcher thought some ideas to make the
research more accurate:
This research may serve as a survey questionnaire. To learn this study how
to support our parents to learn how to access the gadgets.
1.The researchers recommend that use of gadgets enrichment activities in
improving the performance of the students should be encouraged
because it helps further in the teaching-learning process;
2.However, the good quality and availability of gadgets (like laptop and
power point presentation) provided by the institution should be considered
as well to help the educators for successful process; and
3. It is also recommended that further research must be carried out on
students and other colleges for the improvement of the study.
 A research study on the specific impact of social media of the student
especially in the learning process.
 BIBLIOGRAPHY

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