• Clark Dominic L. Alipasa University of Perpetual Help System DALTA-Molino, Bacoor City, Cavite, Philippines
Keywords: Remote learning, COVID-19, Parents e-nvolvement, Elementary education, Online distance learning


The COVID-19 pandemic totally changed the face of education forcing schools to shift from to distance learning modality due to the strict prohibition for face-to-face classes. This crisis not only affected teachers and pupils but also the parents whose strong involvement was vital for the online distance learners to survive in this peculiar system. This phenomenological study provides a description of the parents’ experiences amidst this crisis, together with the resolutions they undertake and turn to during challenges. Meaningful insights were drawn from ten interviewed parents whose children were enrolled in Elementary under Online Distance Learning (ODL) to derive individual and composite textural descriptions from their personal life accounts. Results showed that parents experience struggles in: adjusting to the sudden change and coping with multiple tasks alongside the lack of having a stable online resource. Communication and emotional support, being a responsible parent, and managing time efficiently and effectively played a helpful role to survive the challenges. The study also highlighted parental love and emerging parent-child relationships during this challenging situation and the need for school administrators, teachers, and education specialists to address the aforementioned challenges by re-assessing the nationwide implementation of this remote educational process.


Bayham, J. & Fenichel, E. (2020). Impact of school closures for COVID-19-19 on the US health-care workforce and net mortality: a modelling study.
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member Checking: A Tool to Enhance Trustworthiness or Merely a Nod to Validation? Qualitative Health Research, 26(13).
Burgess, S. & Sievertsen, H. (2020). Schools, skills, and learning: The impact of COVID-19 on education.
Distance Education - Philippines.
Franchi, T. (2020). The impact of the COVID-19 pandemic on current anatomy education and future careers: A student’s perspective.
Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: interviews and focus groups. British dental journal, 204(6), 291-295.

Goodall, J. Guest Editor (2018) Leading for parental engagement: working towards partnership, School Leadership & Management, 38:2, 143-146, DOI: 10.1080/13632434.2018.1459022
Jeynes, W. H. (2018) A practical model for school leaders to encourage parental involvement and 
parental engagement, School Leadership & Management, 38:2, 147-163, DOI: 10.1080/13632434.2018.1434767
Llego, M. A. (2020). DepEd School Calendar and Activities for School Year 2020-2021.
Malipot, M. (2020). Some 2.3B Children Affected by Hidden Impact of COVID-19 - Save the Children. 2-3-b-children-affected-by-hidden-impacts-of-covid-19-save-the-children/
Moustakas, C. E. (1994). Phenomenological research methods. Sage.
Spenilli, M., Lionette, F., Pastore, M., & Fasolo, M. (2020). Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. 
Tam, G. & El-Azar, D. (2020). 3 ways the coronavirus pandemic could reshape education. Retrieved from
Tarroja, M. C. (2010). Revisiting the Definition and Concept of Filipino Family: A Psychological Perspective. Philippine journal of psychology, 43.
Tinga, K. (2020) Three Keys to Education in the New Normal.
Topor, D. et al. (2010). Parent involvement and student academic performance: A Multiple Mediational Analysis.
Wooten, P. M. (2014). A phenomenological study of online learning for deaf students in postsecondary education: a deaf perspective.
How to Cite
Alipasa, C. D. L. (2022). PARENTAL E-NVOLVEMENT IN REMOTE LEARNING DURING THE COVID-19 PANDEMIC: A PHENOMENOLOGICAL STUDY. International Journal of Pedagogical Advances in Technology-Mediated Education, 2(4), 11 - 20. Retrieved from