Integrating parental involvement in a blended distance learning module in Biology: Stakeholaders experiences
Clicks: 1
ID: 287537
2022
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
0.0
/100
1 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
Ranked #3,689 of 3,757 articles by views in Malay Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
This study highlights adaptive efforts, teaching, and learning experiences among school stakeholders in Blended Distance Learning (BDL) during the pandemic. The role of teachers, parents, and local government units (LGU), perception, and practices in teaching and learning at home were drawn from sessions in FGD, survey, and photovoice analysis of student learning space and home visitation. Reflective evaluation of student learning modules (SLeMs) and integration of parental involvement in the learning activities were employed as pedagogical strategies. Learning achievement in weekly Most Essential Learning Competencies (MELCs) was computed. Forms of parental involvement were drawn out from rubrics ratings of video analysis of performance output. Results showed that LGU focused on assisting in educational materials, information dissemination, and technical assistance between schools and parents. Parents are aware of their signified role and trust school stakeholders. LGU's collective efforts carry out functions that promote improvement in students learning and build relationships between schools and entities of the community. Teachers' pedagogical practices determine the parents' assistance, communication, coaching, and motivational strategy for their children. Integration of parental involvement into instruction can effectively be done through learning activities that solicit sustainable practices related to everyday learned experiences, duty, skills, routine, and conveying talks between parent and child. Improved learning achievement, attainment, and value formation between two parties. Students' perception of lack of parental involvement in subject content is perceived to be learning autonomy by parents. Home visitation gives a picture of students' execution of academic performance at home. An effective intervention that enables the teacher-researcher to respond proactively to various learners' concerns. The study elucidates the minimum requirements in a learning space, adaptive practices expedited by teachers, parents, and LGUs, the flow of intervention programs, protocols, and phases of home visitation.
Keywords: parental involvement, school stakeholders, Blended Distance Learning (BDL), modular learners, online learners, home visitation, learning space
| Reference Key |
persistent_1760661890_68f1918212afb
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Miguel, Frosyl F. |
| Journal | Malay Journal |
| Year | 2022 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.