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Students' Computer Value Belief and Perceived Parental Support among VSU-Isabel Students during COVID-19 Online Classes |
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| รหัสดีโอไอ | |
| Creator | Rodulfo T. Aunzo |
| Title | Students' Computer Value Belief and Perceived Parental Support among VSU-Isabel Students during COVID-19 Online Classes |
| Contributor | Jr. Regina Y. Isulan |
| Publisher | Phetchaburi Rajabhat University |
| Publication Year | 2568 |
| Journal Title | Interdisciplinary Research Review (IRR) |
| Journal Vol. | 20 |
| Journal No. | 3 |
| Page no. | 11-20 |
| Keyword | Perceived Parental Support, Computer Value Belief, VSU Isabel |
| URL Website | https://ph02.tci-thaijo.org/index.php/jtir |
| Website title | Interdisciplinary Research Review (IRR) |
| ISSN | 2697-536X |
| Abstract | The sudden shift to online learning brought about by the COVID-19 pandemic posed significant challenges for tertiary students, particularly in developing regions like the Philippines. This study sought to examine how students' computer value beliefs (CVB)—their perceived importance of computer use in education—are associated with their perceived parental support (PPS) during online classes. Specifically, it addressed the problem of limited understanding of how parental support influences students’ valuation of technology for learning amid crisis-driven educational changes. Using a correlational research design, data were collected from 687 college students at VSU-Isabel through a structured online questionnaire featuring validated Likert-scale items on CVB and PPS. While convenience sampling was necessary due to health restrictions, it also limits the generalizability of findings. Descriptive results indicated that students generally recognized the value of computers in their education, although their perceptions of parental support varied. A statistically significant moderate positive correlation was found between CVB and PPS (r = .506, p < .01), indicating that stronger parental support is associated with a higher student appreciation of technology in learning. The study’s findings highlight the need for institutional efforts to foster parental involvement—such as virtual orientation sessions or support networks—which may enhance student motivation, engagement, and overall academic success in increasingly digital learning environments. |
