PARENTAL INVOLVEMENT TOWARDS STUDENTS’ LEARNING EXPERIENCES IN MATHEMATICS AMIDST COVID-19 PANDEMIC: BASIS FOR DEVISING STRATEGIC INTERVENTION PROGRAM FOR PARENTAL INVOLVEMENT

The Covid-19 pandemic has created a difficult scenario in the education sector, affecting not only teachers and students but also parents, who have a greater role in their children's learning. As a result, the purpose of this paper was to determine the level of parental participation and its impact on students' mathematics learning experiences. The study focused on the socio-demographic profile of parents and pupils, the level of parental participation and problems, and their mathematical learning experiences. Parents and their children enrolled in one of the junior high schools in the District of San Andres, Quezon, were among the study's participants, who were chosen using a stratified random selection technique. Data were obtained through a survey questionnaire and utilized proper statistical treatments. The findings of the study revealed that parents were often involved in their children's education. The respondents disclosed that they didn't encounter challenges with parental involvement in terms of balancing responsibilities and non-positive motivation of learners except in terms of accessibility which parents admitted that they had difficulty in browsing different websites to assist their children in their activities. In addition, students agreed to have cognitive, emotional, and behavioral engagement despite distance learning. Based on the findings, when grouped by sociodemographic profile, there was no significant difference in parental engagement. When parental participation was compared to the learning experiences of pupils, the results revealed a positive correlation. The study's findings were utilized to develop an intervention plan that the school might use to increase parental involvement.