Children's Engagement in Self-Learning Modules (SLMs) amid the Pandemic: A Predictive Analysis on the Role of Internet Access, Household Food Security, and Parental Involvement to Modular Classes

Autor/inn/en	Collado, Zaldy C.; Rodriguez, Vintchiel R.; Dueñas, Zaldy D., III
Titel	Children's Engagement in Self-Learning Modules (SLMs) amid the Pandemic: A Predictive Analysis on the Role of Internet Access, Household Food Security, and Parental Involvement to Modular Classes
Quelle	In: Education 3-13, 51 (2023) 1, S.107-120 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collado, Zaldy C.) ORCID (Rodriguez, Vintchiel R.) ORCID (Dueñas, Zaldy D., III)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1954969
Schlagwörter	COVID-19; Pandemics; Learning Modules; Foreign Countries; Public Schools; Independent Study; Predictor Variables; Internet; Access to Computers; Hunger; Parent Participation; Learner Engagement; Models; Educational Technology; Parent Attitudes; Elementary School Students; Philippines + Suchen Sie Ihr Suchwort? Learning module; Lernmodul; Ausland; Public school; Öffentliche Schule; Selbststudium; Prädiktor; Elternmitwirkung; Analogiemodell; Unterrichtsmedien; Elternverhalten; Philippinen
Abstract	This study examines essential factors that affect children' quality of response towards a non-traditional learning platform specifically, self-learning modules (SLMs) as Philippine public school's mode of service-learning delivery. Our objective is to determine the predictive power of access to internet, household food security, and parental involvement on the level of students' engagement in these modular classes amid the health crisis. Drawing online responses from parents of public-school students (n=359), our regression analysis confirms the viability of our model F(3,355) = 19.2, p<0.001. While we found that food security and parental involvement are predictors of students' satisfactory engagement in their SLMs, internet access is not. Therefore, our model suggests that children with parents who take time to be involved in their studies and who reside in households with enough food are more likely to engage positively in their modular classes, whether or not the household has access to the internet. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01