Teachers’ and Parents’ Support to The Students’ During the Covid-19 Pandemic

The research study determined the perceptions of the Social Studies Teachers and Parents on the support to students’ learning during the COVID-19 Pandemic during the second quarter of school year 2020-2021 in secondary schools of DepEd, Zone 2, Division of Zambales. The study utilized the descriptive survey research design with the questionnaire as the main instrument in gathering data. Then study revealed that the parents have attained college education with meager income whose occupation for father and mothers are both professionals while for teachers are specialized in Social Studies, Teacher-III and with masteral units. The parents perceived they “Always” give support to their children with regards to synchronous/asynchronous learning, student learning module and student learning motivation respectively. The teachers perceived they “Always” give support to students through module preparation, construction of modules, coordination with parents and seeking support from stakeholders respectively. The parents and teachers both “Strongly Agree” the manifestation of physical, emotional and cognitive well-being of the students. There is significant difference towards support to synchronous and asynchronous learning when parents are grouped according to monthly family income and occupation of father and mother; significant difference surfaced towards support to learning module and student motivation respectively when parents are grouped according to the profile variable of highest educational attainment, family monthly income and occupation of father and mother. There is significant difference on the perceptions of the teachers towards module preparation when grouped according to highest educational attainment and academic rank; significant difference as to construction of modules surfaced when they were grouped according to highest educational attainment; as to coordination with parent it is significant according to their academic rank and there was significant difference in seeking support from stakeholders when grouped to area of specialization and academic rank.