Determinants of parents’ readiness for face-to- face learning among elementary school children during the new normal

Determinants of parents’ readiness for face-to- face learning among elementary school children during the new normal

COVID-19, face-to-face learning, good health and well-being, Health promotion model (HPM), parents

Introduction: The education field has undergone major changes as a result of the COVID-19 outbreak. Schools have
had to quickly modify the way they teach, moving away from traditional face-to-face learning and toward a variety of
models, such as fully online and hybrid courses. As things change, many schools are now thinking about going back to
face-to-face learning. However, there are difficulties with this shift, particularly for parents of elementary school-aged

children. This study aimed to determine the factors related to the readiness of parents who have elementary school-
age children in regard to face-to-face learning using the Health Promotion Model (HPM) theoretical approach.

Methods: This was a cross-sectional study. The study population consisted of parents of elementary school students
in Surabaya. A purposive sampling method was used to select 395 respondents. The independent variables included
motivation, parental knowledge, perceived benefits, perceptions of barriers, self-efficacy, interpersonal factors,
situational factors, and commitment, while the dependent variable was parental behavior in face-to-face learning
readiness. Data were collected using a validated and reliable questionnaire. Data analysis was conducted using a
logistic regression test, with a significance level of α ≤ 0.05.
Results: Most parents were 37 years old, and children in the 5th grade of elementary school. Most of the parents'
motivation was in the sufficient category (57%). The parents’ knowledge of COVID-19 was good (66.8%). Most parents
had a good perception of benefits (68.4%), and the perception of barriers was sufficient (59.7%). Good self-efficacy
was observed in only 49% of cases, and interpersonal and situational factors accounted for 99.7% and 100%,
respectively. Meanwhile, regarding parental readiness for face-to-face learning, the majority exhibited good behavior
(96.2%). The factors that influenced parental behavior in face-to-face learning readiness were parental knowledge
(0.010), perceived benefits (0.019), and commitment (0.029).
Conclusions: Good knowledge, perceived benefits, and parental commitment are factors that influence parents'

readiness to participate in face-to-face learning. To ensure children's safe return to school, parents must stay up-to-
date on safety measures and learning options, and each parent must be prepared to adapt to changes if necessary,

while also encouraging vaccination to protect against COVID-19

Iqlima Dwi Kurnia1

* , Yuni Sufyanti Arief1

, Praba Diyan Rachmawati1

, Ilya Krisnana1
, Yutri

Istiqomah1

, Syafira Dwi Ananta1

, and Pratuma Rithpho2

http://dx.doi.org/10.20473/jn.v19i3.50630

18 August 2024

PERI IRAWAN

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