Finding alternative community-based learning delivery for parenting skills during Covid-19 for mothers with children aged 0–3 Years

Bibliographic Data

ID22164707
AuthorsWeny Savitry S Pandia (0000-0002-6878-0571, Atma Jaya Catholic University of Indonesia), Christiany Suwartono (0000-0003-1886-2226, Atma Jaya Catholic University of Indonesia), Yohana Ratrin Hestyanti (0000-0001-9091-7944, Atma Jaya Catholic University of Indonesia, corresponding author), Kartika Anggita Tanuwijaya (Atma Jaya Catholic University of Indonesia), Natasha Sheir Abraham, Natasha Abraham (Atma Jaya Catholic University of Indonesia), Eddy Henry, Fitriana Herarti, Irwanto Irwanto (0000-0003-0474-5141, Atma Jaya Catholic University of Indonesia)
Year2024
Volume9
Publication date2024-08-06
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2024.1386679
OpenAlexW4401870452
LanguageEN
Citations received1
References cited20

Parenting training has been considered crucial to improving child development. The Tanoto Foundation's parenting program intervention was started in 2021 when the COVID-19 pandemic impacted government policies in Indonesia. Preventive measures that limit mobility affect the sustainability of face-to-face parenting interventions. The study aimed to explore alternative intervention methods, such as face-to-face, blended, online with facilitators, and self-learning, for parenting skills learning during emergencies. A 1-year non-randomized quasi-field experiment using a mixed quantitative-qualitative approach was conducted to 762 participants. SIGAP Q, the HOME Inventory, and CREDI were used for quantitative measurements, while interviews and focused group discussions (FGDs) provided qualitative data. The quantitative data were analyzed using multiway ANOVA, and the qualitative data were analyzed using thematic analysis. The study found that all intervention modalities delivered positive outcomes. In contrast, face-to-face delivered the largest gain, followed by online with facilitators, blended learning, and online self-learning (a web-based learning management system). As an alternative, online with facilitators is the best for delivering parenting materials, followed by online self-learning (independent) modes of intervention. Blended and online models provide alternative models in emergency contexts. Implications are discussed in this article

Blended Learning · Educational technology · Face-to-face · Focus group · Mathematics education · Medical education · Psychological intervention · Qualitative property · Qualitative research · Thematic analysis · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · Computer Science · Family and Disability Support Research · Infant Development and Preterm Care · Medicine · Psychology

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