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Published in
Academic Frontiers
The Learning Process Amidst Covid-19 Pandemic and the Problems Encountered by Selected Parents in Sultan Conding Elementary School in Marawi City: Its Implication
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(3), 51-56, ISSN: 3082-4400, 2026.
Recommended Citation:
Ampa, N. M. (2026). The Learning Process Amidst Covid-19 Pandemic and the Problems Encountered by Selected Parents in Sultan Conding Elementary School in Marawi City: Its Implication. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(3), 51–56. https://doi.org/10.5281/zenodo.19127047
Author(s)
Ampa, Norlainy M.
Abstract
This study is entitled: The learning process amidst the COVID-19 pandemic and the problems encountered by selected parents in Sultan Conding Elementary School in Marawi City: Its Implication. The emergence of COVID-19 has sparked a worldwide health emergency, fundamentally altering our perspectives on global health and everyday life. The COVID-19 pandemic has upended daily life, profoundly affecting education, especially for elementary school children. This study examines the parental challenges that affect the learning of elementary students during the pandemic and explores their broader implications. Utilizing a descriptive-correlational survey method, socio-demographic profiles, the pandemic's learning impact, specific parental difficulties, and their implications were analyzed. The researcher used a Quantitative Research Approach with an Ex-Post Facto Research design. Furthermore, this research used frequency counts, percentage distributions, weighted means, chi-square tests, and standard deviations as statistical tools for analyzing and interpreting the findings. The study was conducted on one hundred (100) selected parents of elementary school children officially enrolled in Sultan Conding Elementary School for the school year 2021-2022. Choosing Sultan Conding Elementary School aligns with the study's aim to understand the specific problems parents encountered during the pandemic, providing insights into their coping strategies, access to educational resources, and support systems. Purposive sampling was the most suitable choice for the selection of the participants, specifically, in times of COVID, whereby people are more under the global trauma of internalized fear and anxiety. The primary data for this research were collected using a self-constructed survey questionnaire, with proper adherence to the COVID-19 protocol during the release of modules to obtain the maximum number of respondents. Moreover, official documents needed in this study were also collected. Findings revealed that the majority of respondents were aged 36-50, mostly female, and had bachelor's degrees. Parents expressed concerns about disrupted routines and limited access to school activities, friends, and teachers, impacting children's discipline, motivation, and health. Transitioning to modular learning proved challenging, as parents struggled to provide resources and maintain engagement, especially in subjects such as physical education and laboratories. Parents noted a decline in children's social and emotional development due to limited peer interaction and access to community spaces. They emphasized the role of schools in fostering peer learning and social skills. Recommendations include implementing effective home learning strategies aligned with the curriculum, supporting teachers' professional development, and fostering collaboration with families to design a hybrid education model suited to diverse needs. While no significant relationship was found between socio-demographic profiles and the pandemic's impact on learning, tailored interventions are essential to address parental concerns and support children's academic and socio-emotional development. In conclusion, innovative educational approaches and collaborative efforts are urgently needed to navigate the challenges posed by the pandemic and ensure quality education for elementary students.
Keywords: COVID-19, Elementary School Children, Pandemic
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