Parents of students in special education ages 6 to 13 years old versus ages 14 to 25 years old : motivational factors of being involved in distance education during the COVID -19 pandemic

Publication Date

2021

Document Type

Research

Abstract

An analytical cross-sectional study design was used in the study. This study has at least 200 parents of special students ages 6 to 25 years old residing around the province of Cavite. They were divided into 2 groups based on the cut-off age of 14 and consisted of not less than 100 parents per group. Included in the study were parents who enrolled their child from the period of May 2020 to October 2020 and started distance education using the following platforms: modular distance learning, online distance learning and TV/radio instruction since June 2020. The parent involvement survey for this study was adapted from Walker et al (2005), a revision of Hoover-Dempsey and Sandler's Model of Parent Involvement. Family structure, educational setup, challenges with the new educational curriculum were also examined. The result showed that there is no difference between the time of participation between home and school-based involvement. However the study also indicated that there is less-home-based involvement versus the expected involvement. In addition, regression analysis showed the factors that motivate and hinder involvement between the group of parents based on the child's chronological age. Parents of young students reported being more receptive to the new educational curriculum and would participate more when their child specifically requests their involvement. For parents of students ages 14 to 25 years old, their involvement depends significantly on the general invitation from the school. However, the study generally showed that parents whose children were mainstreamed in regular school have the most impact on parental involvement during the pandemic.

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