PARENTS’ DIGITAL MEDIA SUPERVISION PRACTICES AND THEIR PERCEPTION OF THE LEARNING BEHAVIOR OF THEIR CHILDREN
Keywords:
Early Education, Digital Media Supervision Practices, Children’s Learning Behavior, Descriptive-Correlational Research, Inabanga South District, BoholAbstract
This study examined the relationship between parents’ digital media supervision practices and their perception of children’s learning behavior at U-og Ubujan Elementary School and Sto. Rosario Elementary School in Inabanga South District, Bohol Province Division, during School Year 2025–2026. Specifically, it assessed digital media supervision practices in terms of monitoring, regulation, restriction, and guidance, and children’s learning behavior in terms of focus, participation, discipline, study habits, and academic responsibility. A descriptive-correlational research design was employed. Purposive sampling was used to select 50 parent-respondents from the two public elementary schools. Data were gathered through a structured survey questionnaire. Frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation coefficient (r) were used to analyze the data. Results showed that most respondents were middle-aged females, had high school or college education, and belonged to low- to lower-middle-income households. Digital media supervision practices were generally moderate, with monitoring and basic regulation evident, but restrictions and academic reinforcement were inconsistently applied. Children’s learning behavior was also generally moderate, with interest and participation evident but inconsistencies in focus, discipline, and task completion. A significant but weak positive relationship existed between parental digital media supervision and children’s learning behavior (r = 0.490, p < 0.001). The study concluded that parental supervision was meaningfully associated with children’s learning behavior, although other factors also influenced learning. It was recommended that parents strengthen consistent monitoring, regulation, restriction, and guidance, while schools provide orientation programs on effective digital parenting to support learner discipline and academic engagement, and that the proposed Action Plan be implemented.
References
Banić, L., & Orehovački, T. (2024). A comparison of parenting strategies in a digital environment: A systematic literature review. Multimodal technologies and interaction, 8(4), 32.
Batubara, H. H., Sarasati, R., Risfianti, A., & Rahmawati, S. D. (2024). Parents' Perceptions and Actions on Digital Safety of Elementary School Students. Al Ibtida: Jurnal Pendidikan Guru MI, 11(2), 214-228.
Bayar, M. E., Kulaksiz, T., & Toran, M. (2026). How does parental media mediation regulate the association between digital parental awareness and the parent-child relationship?. Early Childhood Education Journal, 54(2), 773-787.
Benedetto, L., & Ingrassia, M. (2021). Digital parenting: Raising and protecting children in media. Parent. Stud. by an ecocultural Trans. Perspect, 127.
Bloemen, N., & De Coninck, D. (2020). Social media and fear of missing out in adolescents: The role of family characteristics. Social Media+ Society, 6(4), 2056305120965517.
Çalhan, C., & Göksu, İ. (2024). An effort to understand parents’ media mediation roles and early childhood children's digital game addiction tendency: A descriptive correlational survey study. Education and Information Technologies, 29(14), 17825-17865.
Cao, S., Dong, C., & Li, H. (2022). Digital parenting during the COVID-19 lockdowns: How Chinese parents viewed and mediated young children’s digital use. Early Child Development and Care, 192(15), 2401-2416.
Chong, S. C., Teo, W. Z., & Shorey, S. (2023). Exploring the perception of parents on children’s screentime: a systematic review and meta-synthesis of qualitative studies. Pediatric research, 94(3), 915-925.
Choy, Y. N., Lau, E. Y. H., & Wu, D. (2024). Digital parenting and its impact on early childhood development: A scoping review. Education and Information Technologies, 29(16), 22147-22187.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and youth services review, 118, 105440.
Festl, R. (2021). Social media literacy & adolescent social online behavior in Germany. Journal of Children and Media, 15(2), 249-271.
Fidan, N. K., & Olur, B. (2023). Examining the relationship between parents’ digital parenting self-efficacy and digital parenting attitudes. Education and Information Technologies, 28(11), 15189-15204.
Gil García, E. D. L. D., Alemán Ramos, P. F., & Martín Quintana, J. C. (2026). Parental profiles and online supervision in the digital age. Information, Communication & Society, 29(1), 306-323.
Hammer, M., Scheiter, K., & Stürmer, K. (2021). New technology, new role of parents: How parents' beliefs and behavior affect students’ digital media self-efficacy. Computers in Human Behavior, 116, 106642.
Hidayatussoalihah, H., Herianto, E., & Habibi, M. M. (2025). Parental Guidance and Digital Media Shaping Early Childhood Digital Literacy. Academia Open, 10(2), 10-21070.
Lau, E. Y. H., & Lee, K. (2021). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 32(6), 863-880.
Lewis, K. L., Howard, S. J., Verenikina, I., & Kervin, L. K. (2023). Parent perspectives on young children’s changing digital practices: Insights from Covid-19. Journal of Early Childhood Research, 21(1), 76-90.
Manikandan, J., Balaji, P., Santhosh Kumar, M., Sudeepthi, K., & Mugilan, K. (2024). A study on parental perception on children’s online behavior. Madras Agricultural Journal, 111(10), 1-5.
Martin, F., Gezer, T., Anderson, J., Polly, D., & Wang, W. (2021). Examining parents perception on elementary school children digital safety. Educational Media International, 58(1), 60-77.
Martin, F., Hunt, B., Wang, C., & Brooks, E. (2020). Middle school student perception of technology use and digital citizenship practices. Computers in the Schools, 37(3), 196-215.
Mohammed, B., & Mohammed, B. I. (2025). Parental supervision and its impact on children’s screen time, behavior, and health outcomes in Duhok City, Iraq: a cross-sectional study. Cureus, 17(2).
Pons-Salvador, G., Zubieta-Méndez, X., & Frias-Navarro, D. (2022). Parents’ digital competence in guiding and supervising young children's use of the Internet. European Journal of Communication, 37(4), 443-459.
Rudnova, N., Kornienko, D., Semenov, Y., & Egorov, V. (2023). Characteristics of parental digital mediation: Predictors, strategies, and differences among children experiencing various parental mediation strategies. Education Sciences, 13(1), 57.
Schreurs, L., & Vandenbosch, L. (2021). Introducing the Social Media Literacy (SMILE) model with the case of the positivity bias on social media. Journal of Children and Media, 15(3), 320-337.
Shutzman, B., & Gershy, N. (2023). Children's excessive digital media use, mental health problems and the protective role of parenting during COVID-19. Computers in human behavior, 139, 107559.
Soyoof, A., Reynolds, B. L., Neumann, M., Scull, J., Tour, E., & McLay, K. (2024). The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review. Journal of computer assisted learning, 40(1), 65-88.
Stewart, K., Brodowsky, G., & Sciglimpaglia, D. (2022). Parental supervision and control of adolescents’ problematic internet use: understanding and predicting adoption of parental control software. Young Consumers, 23(2), 213-232.
Tosun, N., & Mihci, C. (2020). An examination of digital parenting behavior in parents with preschool children in the context of lifelong learning. Sustainability, 12(18), 7654.
Wartberg, L., Thomasius, R., & Paschke, K. (2021). The relevance of emotion regulation, procrastination, and perceived stress for problematic social media use in a representative sample of children and adolescents. Computers in Human Behavior, 121, 106788.
Zhang, K. C., Fang, Y., Cao, H., Chen, H., Hu, T., Chen, Y. Q., ... & Wang, Z. (2020). Parental acceptability of COVID-19 vaccination for children under the age of 18 years: cross-sectional online survey. JMIR pediatrics and parenting, 3(2), e24827.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal for the Advancement of Sustainable Development Goals
This work is licensed under a Creative Commons Attribution 4.0 International License.
License Statement
Creative Commons Attribution 4.0 International License (CC BY 4.0)
All articles published in the Journal for the Advancement of Sustainable Development Goals (JASDG) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Under this license, users are free to:
-
Share — copy and redistribute the material in any medium or format;
-
Adapt — remix, transform, and build upon the material for any purpose, including commercial use;
provided that appropriate credit is given to the original author(s) and the source, a link to the license is provided, and any changes made are indicated.
The licensor cannot revoke these freedoms as long as the license terms are followed.
Authors retain copyright of their work while granting JASDG the right of first publication. The published work remains freely available to readers and may be used, distributed, reproduced, and adapted by others in accordance with the terms of the CC BY 4.0 license.
For more information about this license, please visit:
https://creativecommons.org/licenses/by/4.0/
Copyright Notice
Copyright © 2026 The Author(s).
Articles published in the Journal for the Advancement of Sustainable Development Goals (JASDG) are distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, reproduction, and adaptation in any medium, provided the original author(s) and source are properly credited.
