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All Journal International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
Cincy Merly Gecolea
Calamba Bayside Integrated School
Humanities Education Social Sciences Other

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Strengthening Parent’s Engagement Amidst Pandemic: A Grounded Theory Cincy Merly Gecolea; Peejay G. Gecolea
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v3i2.621

Abstract

The study mainly focused on determining how the parents support and assist their children while studying at home because of the COVID-19 pandemic. It utilized qualitative research with grounded theory as an approach. Using one-on-one interviews, the researchers generated emerging themes from constant comparative analysis of data collected about parents' engagement in children's education in the new normal. Participants of this study were the 27 purposively chosen parents of Calamba Bayside Integrated School. The study was conducted during the school year 2020-2021. In this study, parents describe their experiences regarding their roles in delivering lessons to their children. It also explores the strategies or ways of parents in providing support and assistance to their children while learning at home. The researchers analyzed and interpreted these using initial coding, focused coding, theoretical coding, and axial coding. The results revealed that parents provide support and assistance in the education of their children. These are by sharing inputs, consistent guidance, and provision of their children's educational needs. On the other hand, the challenges experienced by them include parents' level of knowledge, parents' time constraints, and parents' diverse roles. The researchers generated the Theory of Evolving Parental Roles, which refers to the functions of parents in education in the new normal.
Implementation of Project CBISp-EDP (Communicate, Build and Intensify Stakeholders’ Participation- Exemplified and Deepened Partnership) and External Stakeholders’ Participation Cincy Merly Gecolea; Elsa D Pagulayan; Peejay G Gecolea
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v5i1.1035

Abstract

The study mainly focused on assessing the implementation of Project CBISp-EDP and external stakeholders’ participation in Calamba Bayside Integrated School. The study utilized a descriptive correlational research design. The respondents of the study were the 80 teachers and 99 parents of CBIS. Teacher-respondents were identified using a simple random sampling technique, while purposive sampling was used to identify the parent-respondents. Results of the study revealed that all teachers have the same level of observation in implementing Project CBISp-EDP. It also showed that external stakeholders participated in most school-initiated activities. Moreover, it also disclosed that the implementation of Project CBISp-EDP has a significant relationship with external stakeholders’ participation. It is recommended that the school consider the crafted action plan to strengthen stakeholders’ participation further.
Co-Authors Elsa D Pagulayan Ma. Fe Lorelei E. Amon Peejay G Gecolea Peejay G. Gecolea