SCORING AND QUANTIFICATION OF DATA

DATA COLLECTION

With the full consent of all participants, this study used an online survey with an open-
ended questionnaire prepared by the researchers. Some questions were asked in the
survey. Socio-demographic data and a series of questions aimed at eliciting parental
views on closures of schools. Parents were asked about their greatest educational
challenges in one open-ended question.

PROCEDURE

During the COVID-19 school shutdown, children struggled to receive an education

despite being educated modularly to begin; with the researchers read the responses
numerous times to eliminate any potential bias on their part. This comprehensive
immersion technique aided familiarization with the content as well as the discovery of
patterns within the data. Second, researchers carefully coded replies in a methodical
and thorough manner.

One study used quantitative open coding to develop reliability, grouping comparable
concepts and assigning a term that reflected the core of the collected data. They gave
the information and the initial classifications to several other researchers, whom
questioned and/or agreed with the codes, assigned by the first researcher, and then
produced a reference manual by creating definitions and revising the phrasing of the
codes.

The fourth researcher then completed a blind evaluation of the data, applying codes
written by the previous researchers to the current data, resulting in a 70 % reliability
score.

The reliability score climbed to 75 % after finding similarities between four comparable
codes and consolidating them into one. This was one of many steps to classify and fine-
tune the coded data. We started the rewriting procedure by evaluating the coded data
together to see if any codes needed to be removed, reclassified, or merged into more
comprehensive groups. We decided that the next stage in the data analysis stage would
be to engage in simultaneous data coding as part of this teamwork.

Multiple coding is defined as assigning several codes to each data set depending on the
actual wording and presumed meaning in the data set. It's necessary to emphasize.
That in order to obtain broad and varied replies, we adopted this alternative manual
coding. Respondents provided information with regards to our research question, not
because they were confused about the issue. Whatever code was more than suitable
for this research, trying to do so would have been a bad decision in our opinion. When
there are numerous seemingly important codes in a data collection, determining the
most important code. Codes that are equally weighted.

The final part of the first cycle coding stage, two researchers assigned additional codes
to the data set independently, and then convened to decide which codes to apply to
each data set collaboratively. The researchers obtained a reliability score of 85 % by
evaluating how many of the finalized codes they applied to each data set were
recognized separately before the cooperation began. Researchers then modified the
codebook and started the second run of coding.

RESULT

The basic questions were given first, followed by a content analysis of parents'
challenges under five topics in the next part. Answers to the survey according to the
findings, roughly percent of parents approved or strongly agreed with the school
closure. Only 5 %( 4.9%) of respondents agreed or strongly disapproved with the
choice. During the COVID-19 pandemic, schools should be closed. Table 1 shows how
parents feel about the situation decision to shut down schools.

Participant was asked how much time they set aside at home to help their children
learn. Table 2 shows that 62.3 % say they spend more than one hour each day helping
their children's learning when schools are closed.

TABLE 1

What does your opinions on closing schools during the COVID-19 pandemic?

Feelings Frequency Percent Valid Percent Cumulative

Percent
Fully Agree
Agree
Neither agree
Disagree
Strongly
disagree
Total
TABLE 2

When schools are closed, how much time each day do you spend helping your children
to learn?

Time a day Frequency Percent Valid Percent Cumulative Percent

Less than 60 min
61-120 min
121- 180 min
more than 180 min
Other
Total

Discovering educational materials for open and distance learning is critical during the
school closure. Parents required resources to help in their children's home learning. As
a result, the survey included a topic about whether or not parents had the resources to
do distant learning

TABLE 3

How Would You Describe the Educational Resources You Have Available to You
During the School Closure?

Resource Frequency Percent Valid Percent Cumulative

availability Percent
I have too
many
resources
available
I have just the
right number of
Resources
available.
I have too few
resources
available
Total

Because of school suspension was sudden; parents might want assistance from their
children's schools.
Parents were asked if they were satisfied with the help provided by their schools during
COVID's closure. Table 4 showed that the majority of the parents polled were content or
highly satisfied with the level of help provided by their child's school during
the COVID19.

TABLE 4

What are your thoughts on the amount of support your school is providing during
COVID-19's closure?

Feelings Frequency Percent Valid Percent Cumulative

Percent
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very
Dissatisfied
Total

With an open-ended question, researchers asked parents about their major challenges
in teaching their children during the school closure. Researchers used theme analysis
approaches to examine the responses. The following five themes emerged from the
findings: Balancing, Responsibilities, Learner motivation that isn't favorable,
accessibility, learning outcomes, and Outliers. Sub-themes were discovered later inside
each of the topics. Table 5 displays the results. Each theme's frequency and
percentages, as well as subcategories. These themes are discussed more below.
TABLE 5

Parents Struggles with Remote Learning

What is your biggest Frequency Percentages

challenge?
Balancing
Responsibilities

Balancing parent
employment demands and
learner needs
Balancing multiple levels of
learners in home
Personal balance
Parent feels overwhelmed
Non-positive Learner
Motivation
Lack of learner motivation
specifically related to
remote
learning
Lack of learner motivation
not specifically related to
remote
learning
Accessibility
Learner special needs
Lack of access to
technology hardware or
internet quality
Lack of online resource
organization
Lack of parent content
knowledge or pedagogy
Need for teacher
communication
Learning Outcomes
Socio-emotional
development concern
Socio-emotional
development concern
Socio-emotional
development concern
Outliers
No Struggle
Significant Tool
TOTAL

Balancing Responsibilities

It's likely that these fears arise from parents' lack of preparation. Parents
were caught off guard by the fast and unexpected nature of the pandemic. That is why
they have done so. Would have trouble managing their job, family, and educational
tasks. Their places of work were not as well prepared. Parents were trying to work
remotely or were unable to work, while their children were at school. Taking care of
children and attempting to assist them with their education, with no certainty as to how
long this will last the suspension would be temporary. It was realized that simply
keeping children on task and safe at home was a challenge, a challenging obligation.

Non-positive Learner Motivation

Most learners were concerned about their everyday lives after a short
transition from traditional to remote learning. Anxiety arises from uncertainty about when
life will return to "normal" (Daniel2020). As a result, learners' motivation to learn may be
harmed by uncertainty about the future. Learning at a distance. Parents are concerned
about their children's academic performance because of their children's lack of positive
drive. At home, there is progress and achievement. While parents are concerned about
the future, they should support their children. It might be difficult to educate children who
lack motivation (Daniel, 2020).

It's understandable that moving to a home learning setting with a parent as a

teacher has an impact on motivation. Aside from the usual family regulations, learning
processes had to be established, and participation in this new responsibility could be
unappealing. In most homes, there is an increased quantity of non-educational based
distractions. Obtaining student participation for objectives that go outside the classroom
typical duties may result in more bargaining.

Parents who responded to the study said their children were uncomfortable
with "screens," filming themselves and sharing videos, and that they preferred face-to-
face social learning at school. Remote learning will only be inspiring and engaging if
student preferences, comfort levels, and learning styles are taken into consideration,
just as they are in the traditional classroom.
 A lack of student participation is also visible in this topic. Distractions at
home contribute to some lack of collaboration; for example, "getting children to focus
and finish assignments." There are a variety of diversions." and "When he has other
options at home, my younger child is uncooperative and lacks the attention span/ability
to focus on homework." Another reason for the lack of collaboration is the parent's role
as a teacher: "My child listens to his educator lot better than he does to me, which
makes eLearning tough." Parents are not only acting as teachers, but they must also
assist their children in navigating the manner of instruction, which is not appropriate for
all students.

Accessibility

Extended school closures were not typical prior to COVID school closures,
and only happened on rare occasions due to natural disasters (Wong, et. al, 2014).
Teachers are experts of subject, technique, and communication in a typical classroom
context. During the emergency move to open and distance learning, however, real-time
transmission of concepts, clarification of methods and assistance for expanding
comprehension appears to be mostly missing (Hawkins, 2020).

Many teachers' time was probably spent to creating content and delivering
evaluation on completed learning tasks as a result of the quick move to open and
distance learning. Signifying the start of the learning task and the conclusion of the
lesson. The date and time have passed skillset to aid in the completion of the activity or
to provide real-time assistance via an online manner, such as virtual meetings with
people and groups, as well as the use of questioning strategies to help pupils grapple
with concepts and understandings in order to achieve competency was probably
unfamiliar territory for many teachers, and it looked to be a source of frustration for
those who responded to the poll.

Learning Outcomes

Throughout the academic year, teachers and parents work hard to ensure that
students achieve particular social and emotional and academic learning outcomes.
Some argue that prioritizing student and staff health and striving to assist children in
obtaining some form of learning during the epidemic detracted from the quality of
education, which concerned some parents. Educational attainment was one of the
concerns raised by parents, who overlapped with learner special needs and curricular
concerns. Parents did not want their children to drop behind in school.
Parents want their children to receive a high-quality education. They anticipate
instructional content and suitable pacing since without these elements, students'
academic progress will be hindered.

Outliers

Outliers, the third topic, arose from the necessity to categorize a number of
comments that did not fit into any of the other categories. It did not naturally fit into other
themes and received only a few comments. It's worth noting that a few respondents
stated that they didn't have any difficulties with the subject. Learning at a distance.
There are a variety of reasons for not struggling, as identified in the study and others
older children who can control themselves (motivation, academic learning, and
technology access) and the parent's capacity to juggle domestic and professional
obligations.

This could also be due to flexible work conditions and significant others
working from home and/or in flexible work situations. It's uncommon for parents to have
no difficulties when their children are learning remotely.