EXPERIENCE OF "STAY AT HOME" PARENTS DURING THE COVID-19

PANDEMIC

A Research Outline
Presented to the Faculty of
Metro-Dagupan Colleges

In Partial Fulfillment of
The Requirements for Research 1

SHAIRA N. AQUINO
March 2022
Chapter 1

INTRODUCTION

The novel coronavirus (COVID19) pandemic, which has already infected nearly 3

million people in 148 countries, has killed by more than 200,000 people worldwide and

has disrupted the world. The crisis has already turned into a shock to the economy and

the labor market. We are beginning to understand the economic impact of COVID-19.

Still, many other urgent issues need to be addressed, including school closures, their

impact on learning, and the educational burden on students, parents, and teachers.

The governments worldwide have temporarily closed educational institutions to

contain the spread of the COVID-19 pandemic. Schools are centers are social activity and

the human interaction. When schools close, many children and adolescents lose the social

contacts they need to learn and develop (Union, 2020). This has immediate as well as

long-term impacts, especially on the most vulnerable and disadvantaged communities.

Online communication applications (WhatsApp, radio, television, cell phones, computers

and networking equipment, satellite systems, and various services available such as video

conferencing and distance learning) provide communication between teachers and

students. Not only among students from many countries.

Interactive online classes are also provided bt the opportunities for social

interaction and promote lifelong learning for all through distance learning. Considered

appropriate to meet the era's needs, these initiatives are also making life difficult for

parents who work from home to ensure that their children's learning is always

uninterrupted. Corona Virus Infectious Disease-19: Corona 19. Therefore, this small

1
study aimed to explore homeschooling experiences during COVID-19 based on parenting

experiences.

Framework
The theory (Bandura, 1997) found that parental self-esteem and modulating

parental emotional self-efficacy (associated with isolation from COVID-19) correlated

with parental psychological stress and two children. Affective regulation and childhood

instability/negativity (Giallo et al., 2014), consistent with previous studies that

highlighted how parental self-efficacy might mediate the relationship between parental

psychological distress and child adaptation. Our model also predicted psychological

stress in parents from exposure to multiple risks associated with COVID-19 quarantine

and epidemics.

A second goal was to assess the child's biological sex, age, and geographic area

(Northern Italy where the risk of spreading and infection of the pandemic is highest) or

the rest of Italy. Adjusted the structural path of the model. A child's biological sex may

influence how parents respond to the child (Sanders and Morawska, 2018). Parental self-

esteem may change over time (DeaterDeckard and Panneton, 2017) and may increase in

infancy. There is evidence that it may (Weaver et al., 2008) decrease as children reach

adolescence (Glatz and Buchanan, 2015). In contrast, we did not expect to find

differences concerning living (or not living) in areas at high risk for COVID-19 (e.g.,

northern Italy), as recent Italian and Chinese studies show (Jiao et al., 2020; Spinelli). et

al., al. et al., 2020).

2
 Review of Related Literature
Parental Involvement
Existing research has noted that parental involvement plays an important role in

children's learning and success. Parental involvement is a complex structure defined in

several ways (e.g., Gugiu 2019, Antipkina 2020, HooverDempsey 2011. Antipkina and

Ludlow (2020)) recently proposed a holistic concept of parental engagement. It indicates

low levels of engagement that indicate high levels of engagement" (p. 856). In his meta-

synthesis, Wilder (2014) found the following definition of parent involvement used in

various articles: Parent-Child Communication to Schools, home supervision, homework

checking, homework assistance, educational expectations and aspirations, attendance and

3
participation in school activities, reading with children, communication with the school,

parenting style, parenting attitudes towards education. For example, parental involvement

in homework is a common operationalization of parental involvement, which can be

either quantitative support (e.g., doing homework, helping with questions) or qualitative

support (e.g., organizing assignments, assisting in retrieval) answers) Detters (2019).

Research on parental involvement often in the literature focuses on participation

at home (e.g., parenting behaviors related to school life at home and practical activities

related to school life, such as helping parents with their children's homework)

participation at home). , parents can discuss two things to analyze the behaviors and

activities involved in discussing school education with their children, parental controls

and rule-setting of school assignments), school involvement (school involvement in

various forms of parental involvement in school activities), or related activities.

Awareness of all places (communication at home, e.g., parent-teacher communication)

Bakker (2017). Some studies have also identified differences between school-led and

parent-led parent involvement. Driessen (2015).

Over the years, the literature has highlighted the importance of multiple variables

mediating parental involvement, from parent/family characteristics to student variables

and school characteristics. Some examples of parent/family variables related to parental

involvement are Eccles (2016): Socio-demographic factors (e.g., more education is

associated with higher levels of school participation; fathers or mothers provide mixed

results in literature) - In some studies, Kim (2015) found that Kim (2015) had a negligible

effect on the educational level of students, and in another study, Fleischmann (2016)

showed that mothers had higher levels of participation, and parent's perceptions of their

4
children's academic abilities and support needs. (Recognition of low learning ability

generally increases the frequency of participatory parenting and increases parental

support time (having more work demands or family responsibilities, such as more

children, is negatively associated with participation).

In terms of student characteristics, age is one of the variables influencing parental

involvement. Hurley (2017) found that it tends to decrease from primary to secondary

school and tends to decrease even more in secondary school, mainly due to perceptions

that parental involvement would be best if you had needless. less welcome by teenagers

and low self-esteem of parents in high school subject studies; Parents' perceptions of their

children's needs/effects in various topics mediate Eccles (2016) engagement. School

activities to encourage parental involvement are considered to be one of the key

predictors of parental involvement. When parents believe that schools encourage parental

involvement, parental involvement is generally higher, and Eccles (2016) shows that

parental involvement is higher in private schools than in public schools.

Parental Home-Based Involvement during the Pandemic

With the COVID-19 pandemic and school changes for students, parental

involvement at home has been particularly important. The role of parents in supervising

their children's learning has been strengthened by developing self-regulatory strategies

that primarily accompany their children's learning and are related to Kong (2020) online

learning.

Several barriers to distance learning and homeschooling have been identified

from the perspective of parents, Abuhammad and Garbe (2020) (e.g., personal barriers,

5
technical barriers, logistical barriers, and financial barriers. Materials/tools used in these

technological barriers are primarily related to the lack of adequate Internet access or

skills to adequately provide educational activities. Logistical barriers were associated

with perceptions that online learning did not meet individual students' needs/learning

rhythm, and parents also found that this was not an effective alternative to face-to-face

learning. Financial barriers are mainly related to logistics (inability to provide better

technical tools and internet access).

Spinelli and colleagues (2020) showed that more stressed parents were less

involved in their children's educational activities during epidemics. Dong and colleagues

(2020) reported that most parents felt the need to be with their children during online

learning at least once a day. Although barriers existed, parental involvement in their

children's education may have increased during the Homeschooling Bubb (2020). The

literature emphasizes that parents of children of all ages, from primary to secondary, have

created opportunities to recognize a deeper understanding of their child's learning, feel

closer to their child's learning, and thereby contribute more to their learning (Bozkur,

2020). Additionally, most parents (mostly young students) found that homeschooling

situations improved parent-teacher relationships and increased respect for teachers. This

is the view shared by Bozkur (2020).

The Difficulties of Online Learning for Children and Families

The closest thing to the COVID-19 online learning situation may be online

education research in the pre-COVID period. Before COVID-19, online education and

distance learning were fast-growing opportunities for families and children to engage in

6
learning without going to a physical classroom (Michael 2017, Randall 2016, Andrew

2017). Often these online school opportunities allow more students to enroll across

borders and borders. Lewis (2016). Students use multimedia experiences in interactive

learning environments such as online videos, presentations, electronic documents, and

other learning materials. Despite these possibilities, educational settings in schools and

online learning often mimic the tasks and homework of traditional school settings. June

2011. As schools revert to online personal learning styles, this can lead to

incompatibilities and create more challenges. This can be supported by evidence that

online learning does not necessarily imply better or equivalent learning in a physical

environment. The most extensive studies of enrollment patterns and student performance

in Ohio charter schools show that students often perform worse on standardized grades

than their peers in traditional and public schools (June 2017). Similarly, in the early

2000s, students in California home and online charter schools were worse than

traditional education in Richard (2015), Pandemic: Parenting in a Pandemic: Replaying

Multiple Roles and Managing Technology Use in Family Life in COVID19 in the United

States.

Much of what we know about online education began in an era, not a crisis.

Requiring children and families to work independently through online learning during

the COVID-19 pandemic may stress self-regulation of learning and managing their

learning process. Because this kind of independent self-regulation in the online learning

space is difficult for learners, they often require careful support and guidance before

beginning independent learning. Roger (2015). This problem is only exacerbated by

overworked parents who need to help their children develop these hypercognitive skills

7
but cannot easily do it independently. Thus, although online learning opportunities have

been around for many years, we anticipate that supporting online learning during the

global crisis will bring new challenges and new demands.

Review Of Related Studies

Positive and negative affect in daily life

An individual's emotional state is not one-dimensional and not static but can

change from moment to moment depending on different people and the external

environment (e.g., Kuppens (2010). Positive and negative influences reflect the

individual's current state over time.) Both positive and negative impacts affect the health

and well-being of adults and adolescents. According to Carstensen 2011, Maciejewski

(2014), positive impacts primarily drive behavior, motivation, social connectivity, and

cognitive flexibility, whereas negative impacts can lead to behaviors such as avoidance,

aggression, or exclusion Bai 2017 Fredrickson 2011. Using immediate assessments, we

show the potential impact of an epidemic on positive and negative impacts of parents and

adolescents on daily life without the possibility of flashback bias. Could decide.

Intolerance of uncertainty

The most important aspect of an unpredictable and stressful situation like the

COVID-19 pandemic is uncertainty. The uncertainty is one of the key factors

determining the stress level experienced by Buhr (2016). Moreover, the ability to deal

with uncertainty is very diverse. Some people can tolerate uncertainty very well, while

others have a hard time tolerating it and, at best, try to avoid it. Possibilities and

Consequences As the global COVID-19 pandemic affect everyone's daily lives, and the

8
associated uncertainties are unavoidable. As a result, parents and adolescents with high

IU levels may experience more stress in their current situation, which may affect their

emotions and parenting behaviors. Previous studies have not investigated the relationship

between IU and day-to-day influences and parenting behaviors in a family context. In this

study, this was pursued. In light of the pandemic, we are also investigating how IU is

associated with changes in emotions and parenting behavior.

Present study

The study investigated the impact of the COVID-19 pandemic on the daily life

and upbringing of both Dutch parents and adolescents. The objectives were (1) to study

the daily hardships and rewarding activities of parents and adolescents during the

COVID-19 pandemic, and (2) to study and compare the positive and negative impacts of

both parents and adolescents during the COVID-19 pandemic and similar two weeks. It

was to do. Activity. A study and comparison of parental behavior in terms of the two

weeks before the pandemic (the baseline), (3) parental warmth to COVID-19 over the

two weeks, and criticism of teens (assessed by both teens and parents) (Awareness)

pandemic and similar two-week pre-pandemic period (4) investigated whether baseline

ME levels in parents and adolescents were generally associated with emotional and

nurturing behaviors, and ) parental warmth and criticism.

At our baseline, we expect an increase in adverse impacts and a decrease in

positive effects on both parents and adolescents during the COVID-19 pandemic.

Regarding parenting behavior, we expect lower parental warmth and higher parental

criticism during the COVID-19 pandemic compared to baseline from a parent and

9
adolescent perspective. For IU, we found that higher IU numbers predict higher levels of

negative and lower levels of positive impact on parents and adolescents at both time

points and greater increases in negative impacts and a decrease in positive impacts during

COVID-19. Is expected to predict. Infectious disease compared to baseline.

Paradigm of the Study

The research framework that guided this study is shown in the figure below. It

follows the Input-Process-Output.

INPUT PROCESS OUTPUT

1. Proposing possible
1.Deternine the
Validating solutions to assess
experiences of stay
Consent Letter parents at home
at home parents
Interviewing 2.Building a good
during the covid-19
idea to enhance
pandemic
knowledge, skills and
2. Identifying the
attitudes of parents at
challenges of stay at
home.
home parents

Figure 1. Input-Process-Output Approach

The input of the study is composed of determining experiences of stay at home

parents during the covid-19 pandemic and identifying the challenges of stay at home
parents. The process consists of validating, consent letter and interviewing. The output

10
includes proposing possible solutions to assess parents at home and building a good idea
to enhance knowledge, skills and attitudes of parents at home.

Statement of the Problem

This study aims to explore the experiences of “stay at home “ parents during the covid-19
pandemic.

Specifically the study seeks to answer the following questions

1. What are the experiences of stay at home parents during the covid-19 pandemic?

 How has the covid-19 pandemic affected parents who stayed at home?

 What were the typical things parents did throughout the pandemic?

 How can parents ensure that their families can still be productive throughout the
pandemic?

2. What are the challenges of stay at home parents?

 How do the parents managed their children education during covid-19?

 What are the possible problems that you encounter with your childrens during
pandemic?

 How can parents deal with the difficulties of being full-time parents?

3. What can be propose to assess the stay at home parents?

Hypothesis

This study can formulate 2 types of hypothesis. It is may either alternative hypothesis

or a null hypothesis. The following are the hypothesis of the study.

1. Ha: There is a lot of experience of stay at home parents during the covid-19

pandemic like parent-child relationship, to be more patient and etc.

Ho: There is no experience of stay at home parents during the covid-19 pandemic

like parent-child relationship, to be more patient and etc.

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 2. Ha: The challenges of stay at home parents exist during COVID-19 pandemic like

lack of knowledge, unity and poor health.

Ho: The challenges of stay at home parents does not exist during COVID-19

pandemic like lack of knowledge, unity and poor health.

3. Ha: There are different prevention that could assess on experience and challenges

of stay at home parents.

Ho: There are no different prevention that could assess on experience and

challenges of stay at home parents.

Significance of the Study

Results of the study are hope to benefit various groups of people in society like

the students, parents, teachers and future researchers.

Students. Through this study thy will have the preparedness and awareness about

experiences of stay at home parents during the COVID-19 pandemic.

Parents. Results of this study will be able to promote child-parent relationship when a

student feels love and care and has a guidance and support. This will also help them give

time to monitor their children's activity.

Teachers. With this result of this study they will assured that each student is in good

condition. They will encouraged to think different appropriate activities that could make

their students aware about experiences of stay at home parents during the COVID-19

pandemic.

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Future Researchers. This study will provide future researchers with the important ideas

and concepts on the experiences of stay at home parents during the COVID-19 pandemic.

Moreover, this study will serve as a guide or reference material in conducting similar

studies dealing with similar variables dealt with in the present study.

Scope and Delimitations

This study aims to determine the experiences and challenges encountered by parents

at home during COVID-19 pandemic. This study was conducted within this school year

2021-2022. The respondents were parents. The respondents will going to interview by the

researcher. The part one is composed of their demographic profile such as name, age, sex

and educational attainment. The part two of the questionnaire is composed of 10

questions that the respondents need to answer. The answers of respondents will be able to

help in identifying the experiences and challenges encountered by parents at home during

COVID-19 pandemic, can proposed possible.

Definition of Terms

Pandemic- an outbreak that affects many people across multiple countries.

Stay at home- the order prohibits people from leaving their homes for purposes other

than their main activity.

Covid-19- infectious diseases caused by SARSCoV2 virus. Most people infected with the

virus have mild to moderate symptoms.

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CHAPTER II

Research Method and Techniques of Data Gathering

The researcher will employ a qualitative research design specifically

phenomenological research design. Phenomenological approach seeks to illuminate the

lived experiences of the participants of the study. This research design recognizes

phenomena through the eyes of the participants.

In the society, this typically entails the collection of 'deep' knowledge and

perspectives by inductive, qualitative methods such as interviews, conversations, and

participant observation, and re-creating the experience from a participant's perspective of

the research participants. In phenomenological research, a variety of methods can be

used, including interviews, conversations, participant observation, action research, focus

meetings, and text analysis (Lester, 1999).

Phenomenological studies make detailed observations about specific situations

that do not lend themselves to direct generalization in the way that survey research

occasionally claims. To be valid, the development of general theories (i.e., those that

apply to situations other than the participants or cases studied) from phenomenological

14
findings must be transparent; in particular, the reader should be able to follow the

researcher's reasoning from the findings to the theories (Lester, 1999).

In this study, the researcher will highlight the individual perspective of the

participants using interviews as the data gathering method. The researcher will utilize

semi-structured interviews to collect data from the given set of participants. Semi-

structure interview, despite being less formal that structured interview, is an ideal data

gathering method especially when conducting a qualitative research study as it extracts

experiences from the participants fully for the researcher to identify the phenomenon.

The researcher can collect additional data from a respondent to strengthen the findings'

depth and significance (Jennings, 2005)..

The researcher will analyze, record, interpret, and organize the data through

qualitative analysis. This study will also be done in accordance with the COVID-19

health and safety protocols therefore during the interview, the researcher will adhere to

these given set of protocols and in case face-to-face interviews will not be possible, the

interviews will only be done online and at home without compromising the given set of

protocols.

Sources of Data

For this study, the researcher will interview 10 stay-at-home parents until the data

is saturated. The researcher will employ semi-structured interviews to be able to gather

data which will better reflect the lived experiences of the participants during the

pandemic. Considering the limitations posed by the threats of the pandemic, the

15
researcher will observe social distancing and other safety and healthy protocols during

the said interview.

In case on site interviews cannot be done, the use of online communication

platforms will be utilized to prevent the spread of COVID-19. If the participants do not

have reliable internet connection, the researcher will make use of telephone interviews.

Respondents of the Study and Sampling Procedure

The researcher will gather data through purposive sampling technique. Purposive

sampling (formerly judgment, selective, or subjective sampling) is a sampling technique

in which the researcher chooses specific set of sources from the population to participate

in the study based on the researcher’s own judgment. By employing a sound judgment,

this non-probability sampling technique is used to obtain a representative sample from

the population (BRM, 2021 & Black, 2010).

Upon the gathering of data, the interview transcripts, unstructured notes, or

personal texts will undergo a thorough reading to identify key themes and issues in each

text. These points can then be aggregated and organized using a mind map or set of 'post-

it' notes. The resulting list is used to interrogate and structure the texts ("what is this

participant saying about..."). Points that are not revealed during this process must be

added (Hyncer, 1985).

Construction and Validation of the Research Instrument

The research instrument that will be used to administer data gathering is

interview, specifically semi-structured interviews. There is no need to do validation of

16
research instrument since interview questions should be constructed by the researcher.

Validation of research instrument in qualitative research designs may not be necessary

but the researcher will consult professionals (i.e., research professors from the university)

to assess whether the constructed research question can elicit the needed data from the

participants. However, the researcher will still subject the questions that will be asked

from the participants for face validity to professionals to assure that the questions that

will be asked will be essential answers for the research questions.

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