Struggles, effects of distance learning among Filipino children

By Eleanor Marie Escalante, Jelo Ritzhie Mantaring, Maria Pamela Reyes

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Grade one student Scarlet Aranzamendez sits in front of her computer, as early as 8 a.m. six days a week, while studying eight subjects. While her teacher explains a mathematical equation, she idly stares at her screen, brows furrowed in confusion, and a perpetual sigh escaping her lips.

Her father, Robert, has become her teaching assistant ever since she started online schooling and could not help but feel remorseful for her.

“You’ll feel bad for your child, when she’s in a daze, when she can’t interact, sometimes she doesn’t even understand [her lessons],” the 43-year-old father said.

On June 8, 2020, during a Palace virtual press, Department of Education (DepEd) Secretary Leonor Briones assured that the preparations for blended learning is ready, disputing claims that they are not ready to implement distance learning. However, parents and teachers have voiced their concerns, saying face-to-face interaction is crucial in the learning of

elementary pupils.

Shortened attention span

Through a phone call, Joseph stated that Scarlet struggles with online class. With the new setup, she is not used to watching her teacher on screen without the lively chatter of her classmates around her.

“Sometimes, she can’t catch up with the lesson or she can’t understand it…When the teacher suddenly asks and your child doesn’t answer, she ends up embarrassed. Of course, as a parent, you’ll help her.”

“If in school you have a lot of competition, what more at home?” Robert added. He noticed that the multiple distractions found within a home is what hinders Scarlet from learning effectively. With the lack of her teacher’s watchful eyes and the familiar academic

atmosphere, Scarlet’s attention seems to be placed elsewhere.

Lack of socialization

In September 2020, DepEd reported 865 out of 14,435 private schools have suspended operations. Of this number, 781 are offering elementary education while 690 of them are purely offering elementary education.

On Oct. 1, 2020, 11,848,909 elementary pupils were enrolled in distance learning. To prepare learners, DepEd has distributed in August 2020 over 1 million gadgets to public schools nationwide.

However, the shift to distance learning does not answer one of the foundations a child needs for growth—social interactions.

Psychologist Angelo Subida explained socializations done in school are sources for a child’s emotional and psychological well-being which affects development.

“Actually, in school we have activities, movements, exercises, challenges, and so on, that can contribute to cultivating our gifts, talents, and potentialities,” he explained.

Subida also mentioned that lack of school-based activities could make children (especially in toxic families) vulnerable to mental health dysfunction or breakdown due to the forced isolation amid the pandemic.

Physical effects with the new normal may also be lifestyle or practical adaptation due to home-based studying, changes in sleeping patterns, eating habits, discipline, among others, the psychologist cited.

Also, for Iderlina Lappay, being a public elementary school teacher in a depressed area like Barangay Batasan Hills, Quezon City has made reaching out to pupils difficult since learners have no access to gadgets and internet connection.

“In distance learning, you won’t be able to see if the child has a problem at home…But in face-to-face classes, even if they don’t share, their gestures and actions show that there’s something wrong,” she said in mixed Filipino and English.

The lack of nurturance inside the home can be compensated with other parenting figures in a physical campus, psychologist Subida said, and this challenge must be addressed

now with virtual means.

Prolonged reality

With the condition of the country towards the pandemic far from better, pupils are likely to face the same challenges next year.

“I have no choice but to enroll her,” Robert said in mixed Filipino and English, thinking that his daughter would look for her classmates.

Teacher Lappay believes that distance learning was well-planned by the government and must be followed. “If you already did your best but it was not effective, make another intervention,” she said in a mix of Filipino and English.

But back at homes, parents need to continue giving extra assistance to their children.

Psychologist Subida said they can help through external developments like set limitations in using gadgets to keep them focused and disciplined, practice physical self-care, and create new hobbies—but he emphasized the importance of a good environment at home.

“Good parent-child relationships facilitate the education of children because parents will know how to help them,” Subida explained in mixed Filipino and English. Parents also “program” the emotional and psychological life of their children because they are always at home with them, he added.

Robert said Scarlet is not optimistic with what is happening and perhaps, she is one of the many children who are still trying to make sense of the sudden change in their environment.

He hopes the education system and setup improves as his child lives through this reality.