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The document discusses the influence of helicopter parents on college students' problem solving skills. It presents responses from interviews which show that parents can be participative, suggesting, or complicating when solving their child's problems. Research suggests that when parents participate in solving problems or complicate issues, it robs children of the opportunity to learn how to solve problems themselves and hinders the development of problem solving skills.

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Ma'am KC Lat Perez
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12 views

Sample Analysis-Coding

The document discusses the influence of helicopter parents on college students' problem solving skills. It presents responses from interviews which show that parents can be participative, suggesting, or complicating when solving their child's problems. Research suggests that when parents participate in solving problems or complicate issues, it robs children of the opportunity to learn how to solve problems themselves and hinders the development of problem solving skills.

Uploaded by

Ma'am KC Lat Perez
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Table 8

Coded Responses as to Teachers’ Ideas about Lifelong Learning in Mathematics

Extract Question Answers Codes / Categories


1. What is your idea T1SU: Hmm...(pause)...lifelong learning is a Continuous learning
about lifelong continuous process...(pause)...it forms mastery
learning in and leads the learner to successfully achieve Skills and mastery
Mathematics? their goals...(pause)...teachers simply learn
continuously =

T2SU: Lifelong learning is a continuous Continuous upgrading


upgrading of the new trends in mathematics
teaching...(pause)...it develops integrative Integrative disciplines
disciplines in all aspects as a result of
learning mathematics...(pause)...simply put, it Important
is important to every educator =
T3ADU: Lifelong learning is a continuous Skills
upgrading of skills by attending symposium
and conducting researches...(pause)...as it is Professional activities
very important to educators, they...ahm...we
should be functionally literate... Functionally literacy
(pause)...promote advancement to be globally
competitive =
T4ADU: Lifelong learning in Mathematics Openness to change
should be open to change for a new
knowledge...(pause)...being able to apply Real-life application
mathematical theories to the real world and
emerging problems...(pause)...being able to
learn and appreciate mathematical
applications in real life problems...
(pause)...and being interested and updated to
the recent trends in mathematical concepts
and pedagogies =

Table 8 presents the responses of the respondents during the interview

regarding their ideas about lifelong learning in mathematics.

Lifelong learning is a continuous process (Ayuma, 2002). This is the common

notion when this particular topic is being tackled. In this context, lifelong learners are

always acquiring knowledge which are developed into skills. With this, the learners’

skills enable them to master their crafts.


Relative to this, Rose (n.d.) used the term MASTER to describe the six stages

where he believes to be the key to become an effective learner. This refers to

Motivation, Acquire, Search, Trigger, Examine, and Reflect. These stages enable the

learners to master their skills which enhance their innate potentials. In the lifelong

process, it is very important that learners are motivated to continuously learn. This could

be done through acquiring and searching different facts which are important to the

learners. Once the learners are triggered with these facts, they are able to examine the

facts and reflect on the importance of these things to their learning (Skills You

Need.com, 2015).

Parallel to the above discussion, it is well noted that a lifelong learner should

have self-motivation. There is a need for a learner to feel positive about learning and

about his ability to learn. Effective learning, on the other hand, requires a learner to

acquire information through different modes of learning acquisition like reading,

listening, observing, practising, experimenting, and experiencing.

Based on the results of the interview, it was stressed that lifelong learning is a

continuous upgrading. Different disciplines are integrated to come up with a well-

rounded learning, that is, there is a need for a lifelong learner to know other things from

other disciplines not just mathematics. Thus, lifelong learning is very important most

especially to teachers. Delors (1999) as cited in Ayuma (2012) posited that learning

requires mastery of different learning tools rather than just an acquisition of these tools.

These tools are consisted of different disciplines which requires integration so as to

have an integrative learning that is a prerequisite to a well-rounded development of

learning.
There are different activities where lifelong learners can be involved. These

activities may include seminars, training, forum, community services, and even

travelling in the country or to other countries just to do benchmarking to schools. Thus,

with these professional activities, lifelong learners become functionally literate, that is,

they can do things based on what is needed in the situation. With this finding, Miller

(2010) stated that professional development activities are important to all teachers.

These activities are instrumental in developing and enhancing teachers’ competencies

which yields the development of their skills, knowledge, and disposition, making them

functionally literate.

Moreover, it is very important for lifelong learners to be open with change. They

must look at life in the real world scenarios. They must accept the fact that change is

the only permanent thing in this world.


Table 4

Influence of Helicopter Parents to the College Students’ Problem Solving Skills

Categor
Thematic Category Key terms Characteristic Level 3 responses
y
Q1. Growing up, what does your father/mother do when you have problems?
P1 Participative Participate Informant #1
“Ginagawa nila lahat para ma-solve ang
mga problema ko…” [They try their best
to solve my problems]
P2 Suggesting Suggest OR help Informant #2
“They ask what my problem is, and they
try to help me...”
P3 Complicating Complicate OR Informant #3
difficult “Yung nanay ko paminsan,
nakikiusyoso. Hindi pala, most of the
time. Simple lang problema ko, gagawin
nyang complicated.” [Most of the time,
my mother complicates simple
problems]

Table 4 reveals the influence of helicopter parents to the college students’ problem

solving skills. As can be seen, when it comes to parental involvement in solving the college

students’ problems, they are participative, suggesting, and complicating.

Parents participate in solving their college children’s problems. According to Ingen et al.

(2012), children of helicopter parents do not learn how to solve their own problems as their

parents swoop in to fix the problem. Moreover, according to Tsai (2014), parental monitoring

was negatively correlated to problem solving confidence, problem solving style, and problem

approaching attitude. This implies that when their parents participate in solving their college

students’ problems, they rob them of the opportunity to learn how to fix their own problems.

On the other hand, there is a complicating involvement where they get complicated

solutions from their parents. In connection to this, inhibiting their child from overcoming

everyday obstacles on their own can hinder the development of these valuable problem-solving
skills (Selsky, 2013). This implies their parents’ involvement impede their growth in problem

solving.

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