The COVID-19 pandemic has had a profound impact on children’s learning processes, simultaneously

transforming the traditional role of parents into that of learning facilitators at home. This qualitative study aims

to explore the strategies parents in Malaysia use to manage and motivate their children in the post-pandemic

context. In-depth interviews were conducted with six parents to examine the challenges faced during home-

based teaching and learning (PdPR), post-pandemic learning management strategies, and approaches adopted

The COVID-19 pandemic has had a significant impact on the global education system, including in Malaysia.

The sudden shift to online learning created numerous challenges, particularly for primary school students, who

required a high level of self-discipline and strong parental support. During the Movement Control Order

learning at home. Problems encountered during online teaching and learning (PdP) were primarily attributed to

students' inability to afford electronic devices and to a lack of stable internet connectivity (Arwansyah et al.,

2021). These were among the key challenges parents faced during the COVID-19 pandemic.

In 2022, Malaysia entered the endemic phase after two years of grappling with the pandemic's far-reaching

and disruptions to formal education routines? It is crucial to understand the strategies parents employ to

support their children’s learning and motivation in this post-pandemic era.

Learning motivation is a vital element of academic success. Recent studies indicate that students with a growth

mindset are more likely to sustain autonomous motivation when facing the challenges of online learning. Such

thinking fosters resilience, problem-solving abilities, and receptivity to feedback and mistakes. Furthermore,

students who believe their abilities can be developed through effort and appropriate strategies are more

motivated to persist in their learning (Benneker et al., 2023). Within this context, the parental role is highly

significant. Proper support, encouragement, and strategies from parents can help reignite students’ enthusiasm

for learning. However, limited research has examined how parents in Malaysia manage their children’s

education and enhance their children's motivation in the aftermath of the COVID-19 pandemic.

1. To identify the challenges faced by parents during their children’s online learning (PdPR) throughout the

COVID-19 pandemic.

2. To examine the strategies employed by parents in managing their children’s learning after the COVID-19

pandemic.

3. To explore the approaches adopted by parents in enhancing their children’s learning motivation after the

COVID-19 pandemic.

Several studies have found that the COVID-19 pandemic disrupted students’ academic progress, with some

reporting a decline in motivation due to the lack of social interaction, structure, and engagement typically

present in physical classrooms (Xu, 2022; Oliveira et al., 2021). The sudden shift from the traditional

students’ ability to remain engaged in their education (Wang et al., 2021). Research by Tan et al. (2022)

further suggests that parents who were actively involved in their children’s education during the pandemic

reported higher levels of motivation and academic performance among their children in the post-pandemic

period. Thus, parental involvement has played a pivotal role in shaping students’ learning experiences and

educational outcomes.

Several studies have examined the long-term effects of parental involvement on children’s motivation and

generated long-term benefits for children’s academic attitudes and self-efficacy. Children whose parents were

actively involved in their education demonstrated higher levels of enthusiasm, greater confidence in their

abilities, and improved academic achievement even after returning to regular schooling routines

role in fostering a conducive learning environment for their children, both during and after the COVID-19

pandemic.

The COVID-19 pandemic significantly transformed the education system, leading to greater reliance on online

success. Post-pandemic students have become more accustomed to hybrid learning models; however, notable

differences remain in how students adapt to these environments (Imran et al., 2025). In the aftermath of the

pandemic, digital literacy remains a critical predictor of academic performance, underscoring the need for

students to adapt to new learning experiences (Mastam et al., 2024).

Nevertheless, parents often struggle with the technological demands of supporting their children’s education.

in understanding academic subjects and their overreliance on technological devices. Despite these obstacles,

parents adopted various strategies to enhance learning, emphasizing the importance of empathy and

This study employed a qualitative descriptive research design to understand the challenges, explore strategies,

and identify motivational approaches adopted by parents in managing their children’s learning in the aftermath

of the COVID-19 pandemic.

A phenomenological approach was applied to explore and describe parents’ experiences as they navigate their

children’s post-pandemic learning. The focus was placed on the values and meanings conveyed by parents

based on their personal experiences. This approach enabled the researcher to examine parental strategies from

Respondents are parents of at least one child aged 13-15 (lower secondary school level) who experienced

online learning during the COVID-19 pandemic. Respondents are selected through purposive sampling to

ensure the information obtained is relevant to the study's objectives. A total of six parents participated in semi-

Tan Lee

54

2

Hartini

46

1

Hidayah

52

2

Hasanah

Azizah

Sazali

50

49

54

1

1

1

children’s ages. Second, a set of interview questions was designed to collect information on the strategies

parents employed to manage learning and the motivational approaches they adopted after the COVID-19

Data obtained from interview sessions were transcribed verbatim and analyzed using thematic analysis.

Verbatim transcription means the interview recordings were rewritten exactly as spoken by the respondents,

including words, pauses, repetitions, or linguistic styles used. This is crucial as it preserves the authenticity and

context of the respondents’ statements for accurate analysis. The method used was manual, with repeated

listening and note-taking until the transcripts were complete. The process involves several key stages: First,

repeated reading to understand the overall content. Second, the initial code, followed by the identification of

such as dining out

still maintaining my role as a mother in motivating them to stay focus on their studies.” (Hartini)

parental involvement can help establish a more stable learning structure during crises.

Third, regarding children’s learning motivation after the pandemic, parents employed various approaches,

including rewards, praise, short-term goal setting, and verbal encouragement. These strategies not only

provided external stimulation but also nurtured intrinsic motivation for continued academic achievement.

achievement but also contributes to children’s emotional stability and motivation. Therefore, parental support

must continue to be strengthened through collaboration between home and school to ensure that post-pandemic

educational efforts are more effective and resilient.

& Abdullah Sulaiman (2021). Impak Pengajaran dan Pembelajaran Secara Online: Kajian Kes Terhadap

Pelajar Sekolah Rendah, Menengah dan Universiti Semasa Pandemik Covid-19. Advances in Humanities

and Contemporary Studies. 2(1), 127-136. https://sl1nk.com/6Wc9Q

autonomy safeguard adolescents’ autonomous motivation during COVID-19 home-based learning. npj

Science of Learning, 8(1), 4. https://doi.org/10.1038/s41539-023-00153-2

Aiding Their Children Learn the English language. In Forum for Linguistic Studies (Transferred) (Vol. 5,