Challenges And Coping Mechanisms of Kindergarten Parents in Modular Distance Learning in Public Schools

Abstract

This study investigates the challenges and coping mechanisms encountered by kindergarten parents during the transition to modular distance learning in public schools amidst the COVID-19 pandemic in Tagbilaran City, Bohol, Philippines. Utilizing a quantitative descriptive-correlational research design, the study involved 264 parents who facilitated their children's distance learning. A researcher-made questionnaire, validated by experts and demonstrating high internal consistency (Cronbach's Alpha = 0.959 for challenges, 0.952 for coping mechanisms), was employed to collect data. The statistical analyses included descriptive statistics to summarize the data and inferential statistics such as the Mann-Whitney U Test, Chi-Square Test, and Spearman's Rho to explore relationships between variables. Findings revealed significant challenges related to balancing responsibilities, learner motivation, and accessibility. Furthermore, male parents encountered more challenges than female parents. On the other hand, single parents reported more effective coping strategies compared to their partnered counterparts. Despite facing substantial challenges, parents demonstrated resilience through varied coping mechanisms. The study highlights the essential role of parental involvement in their children's education and suggests recommendations for support interventions from educational authorities.