Republic of the Philippines

Department of Education
Region XII – SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF KIDAPAWAN CITY
Datu Igwas IP Integrated School
Sitio Emabasi, Brgy. Perez, Kidapawan City

CHALLENGES, EXPERIENCES AND OPPORTUNITIES OF PARENTS AS

TEACHERS OF THEIR OWN CHILDREN

SCHOOL-BASED ACTION RESEARCH

RONA JOY AMBAG CA-A

Researcher

2021
INTRODUCTION
 Schools throughout the world shuttered their doors to reduce the spread of the

viral epidemic during the COVID -19 pandemic. Due to the physical closure, there was a

quick move to remote learning, which shifted greater responsibility for learning to

parents and guardians. As one of the most important stakeholders in the education

process, the experiences of parents with their children during remote learning should be

studied in order to guide future policy decisions.

Many countries around the world, including Britain, China, Taiwan, and the U.S.

have temporarily closed schools. School closures have been found effective in

transmission reduction during previous influenza outbreaks, including the Swine Flu and

MRSA (Cowling et al., 2020).

School closures have unprecedentedly altered the daily lives of the student

learners, their families, and their educators. Incredibly, more than half a billion children

(Cohen & Kupferschmidt, 2020) have been forced to become virtual-school learners as

they shelter in their homes, while parents, siblings, and other family members have taken

on the new role of learning facilitators, pseudo-teachers, and coaches. Many teachers,

families, and learners have been unprepared for this sudden shift, bringing some of the

hardships and issues of increased parental involvement to the surface while engaging and

trying to assist their children in various levels and types of distance learning.

Parental involvement is an important factor for student achievement in traditional

school settings. Parent support has demonstrated significant contributions to the success

of learners in a virtual learning environment (Woofter, 2019). However, parents must

take on new and unfamiliar roles and responsibilities as their children participate in

online education while experiencing increasing instructional responsibility for their

child’s learning (Liu et al., 2010). As a result, parents often struggle with understanding

the role they should play in their children's online learning (Murphy & Rodriguez-

Manzanares, 2009).

Hence, this action research magnifies the challenges, experiences and

opportunities of parents as teachers of their own children in the new normal of teaching.

The significance of this research is to uncover the challenges and experiences of the

parents in delivering instruction to their children using the self-learning modules. This

illuminates the opportunities of the parents as teachers in the new context of new normal

in education. It is the aim of this action research was to formulate an understanding of

what it is like to be playing the role of a teacher of your children.

Action Research Questions

This action research aims to answer the following questions:

1. What are the challenges of parents as teachers of their own children?

2. What are the experiences of the parents as teachers of their own children?

3. Is this an opportunity for parents to teach their own children?

4. What is the academic performance of children using self-learning module with the

assistance of their parents at home?

Significance of the Study

 The findings of the action research may be useful to the following:

Division Office. The results of the research will be used to identify the

intervention strategies to undertake in preparing the parents in the new normal context.

Schools Heads/Teachers. Upon knowing this, they will be able to assist parents

in teaching their children in take home activities and in aswering modules.

Parents. They will be aware of how important is their involvement on the

learning of their children.

Students. They will benefit the most because they are the direct recipient of the

study.

Other Researchers. The research findings may also influence other researchers

to conduct parallel studies in the future using different variables and indicators.

Scope and Delimitation of the Study

The research focused on determining the profile of the parents, their challenges,

experiences, and opportunities as teachers of their own children.

It was participated by parents of the elementary learners and secondary students

from Datu Igwas IP Integrated School for School Year 2021-2022.

Operational Definition of Terms

For better understanding of the research, the following terms were operationally

defined:
 Challenges. Refers to the difficulties encountered by parents as a teacher of their

own children.

Experiences. Refers to what parents undergo as a teacher of their own children.

New Normal Teaching. Refers to a new approach of delivering instructions and

lessons through virtual and modular learning.

Opportunities. Refers to the chances given to parents as a teacher of their own

children.

Parents as Teacher. Refers to the parents who are teaching their children in their

take home activities.

 REVIEW OF RELATED LITERATURE

This chapter presents the related literatures and studies emphasizing the

theoretical bases of the present investigation. It also presents and discussed the theoretical

framework of the study.

Profile of Parents

Inclusive in the role of being a parent is to also function as a teacher (Toper, et al.,

2010). However, LaRoque, et al., (2011) contends that parents’ response and

participation in this educational endeavor are affected by a variety of factors including

their educational attainment, self-esteem, motivation, comfort level, language skills, and

even the socio-demographic profile.

New Normal Teaching

As COVID-19 continues to proliferate in varied countries around the world,

keeping uninterrupted learning has become a monumental task for the global education

sector. Various methods are being proposed such as hi-tech, low-tech, or even no-tech

solutions to guarantee learning continuity (Huang, et al, 2020). Education officials

rapidly formulate responses with particular circumstances in mind. As the pandemic

advances, several policymakers are adopting guidelines that restrict the number of
citizens assembling in public spaces. These initiatives also affected the regular running of

schools and other institutions of learning (OECD, 2020).

Countries are taking various approaches to minimize the spread of disease in

learning spaces. Schools throughout Europe, like Britain, France, Germany, Greece, Italy,

Norway, Poland, to mention a few, are re-opening as summer holidays come to a close,

and policymakers demand that students return to school following months of online study

as a result of the coronavirus pandemic. These schools have started to ensure that

stringent health procedures are followed, such as regular sanitizing, social distancing,

wearing of face masks, continuous disinfection in classrooms, reducing class sizes, and

other national health standard requirements (Reuters, 2020).

OECD (2020) contends that while students with access to digital technology and

the Internet may not be predominant in most countries, there is a need to turn the

emphasis to alternate learning approaches for those students who may not have such

resources.

Sejpal (2013) highlights that one of the most common and accepted methods of

teaching in Australia, the United States, other Western countries, and the Asian Region is

modular teaching. All sorts of subjects are taught by modules. It is an educational

development focused on programmed learning; a universal and conventional

phenomenon. Books are now designed in modules instead of units due to this innovation.

It considers the individuality of the learners to help the individuals grow and evolve at

their own pace. A module is a course of instruction that is practically self-contained and a

method of teaching grounded on the scaffolding of skills and knowledge in discrete units.
 Challenges, Experiences and Opportunities of Parents as

Teachers of their own Children

This pandemic and the shift of the Philippine education sector to distance

learning, at first, seemingly highlighted the prevailing inequalities in the society.

Inequities, between those who could manage to have computers and internet connection,

have merely become more obvious. COVID-19 intensified the class disruptions to an

unlikely degree of success and suffering. That’s why the common choice of the parents is

modular distance learning (Asia Society Philippines, 2020).

Private Education Assistance Committee (2020) points out that parental

involvement is a crucial factor. Guardians or parents are inexperienced to simulate the

work of a teacher in facilitating learning but their contribution is of utmost significance

for modular distance learning to thrive.

Inclusive in the role of being a parent is to also function as a teacher. Normally,

parents or guardians are the child’s first teachers. When children start schooling, this

function does not cease to exist; in fact, the family’s role is magnified in children’s

education (LaRocque, et al., 2011).

Philippine Information Agency (2020) shares that the guidance and support of the

parents will serve as an inspiration for the children to study. Studies revealed that in this

educational set-up such as modular distance learning, the missing link in educational

equity is parental participation. Schools and teachers, even the most established ones,

cannot simply educate every child on their own. Dynamic support from parents and

family is needed (Colombo, 2016).

 LaRoque, et al., (2011) expounds that parents’ response and participation in

modular teaching are affected by a variety of factors including their educational

attainment, self-esteem, motivation, comfort level, language skills, and even the socio-

demographic profile. Educators should intend to make parental involvement more

familiar and more meaningful. This will promote the involvement of parents. To

encourage parents to enhance their capacity to help their children get the best possible

education, it is important to note parental involvement as a process rather than a one-time

occasion.

Tibon (2020) elucidates that many of the learners in basic education are not

proficient in doing independent learning while several learners are not being supported by

their guardians and parents. To add, formulation and production of quality modules to

address the varying needs of the learners need some consideration. Lastly, the holistic

development of the learners might be affected. Students may have few chances to interact

and socialize. This can pose a problem for students who cannot simply cope with the

drastic transformation in the educational set-up.

It is in this setting that parents or guardians assume an indispensable function for

the productive result of this undertaking. Many empirical studies indicate that when

parents are engaged, children do better in school (Toper et al., 2010).

 Theoretical Framework

The research is anchored on Hoover-Dempsey and Sandler’s Parent Involvement

Model of Hoover-Dempsey and Sandler (1995, 1997). In which they presented a

comprehensive model from the perspective of parents about the parent involvement

process grounded in psychological and educational research which has been empirically

tested by researchers.

Based on a psychological perspective, this model not only contends with specific

types of parent involvement but also endeavors to explain why parents choose to be

involved (Fan & Chen, 2001), howthey choose specific forms of involvement, and how

parent involvement makes a difference (Hoover-Dempsey &Sandler, 1995). By focusing

on the most prominent specific variables of the parentinvolvement process from parents’

perspectives, Hoover-Dempsey and Sandler (1995, 1997) suggested thatparents often

become involved in their children’s education for three reasons: (1) they build up a

parental role construction about their participation in their children’s education; (2) they

develop a positive parental efficacy for helping their children succeed in school; and (3)

they perceive opportunities or demands for involvement from children and school.
 It could be viewed on the theory that parents are getting involved in their

childrens’ learning based from the challenges, experiences and opportunities.

METHODOLOGY
 This chapter presents the research design, locale of the study, respondents of the

study, research instrument, sampling procedure, data gathering procedure and statistical

tools that will be used in this study.

Research Design

Quantitative research design (Lazarsfeld 1930) was used in this study. In

particular, descriptive design was used in determining the profile of parents, their

challenges, experiences, and opportunities as teachers of their own children.

Locale of the Study

The study was conducted at Datu Igwas IP Integrated School, District II,

Kidapawan City Division.

Respondents of the Study

The respondents in this study will be the fifty (50) parents from Elementary

learners and another fifty (50) parents from Secondary Students.

Sampling Procedure

Random sampling and Purposive sampling technique was used to select the

respondents of the study.

Research Instrument
 The researcher used a self-made questionnaire. The questionnaire was validated

by an expert.

Data Gathering Procedure

Before the conduct of data-gathering, the researcher observed the established

protocols and processes. The researcher prepared a letter-request for the conduct of the

study to be transmitted to the Schools Division Office of Kidapawan City for the

approval of the Schools Division Superintendent.

Once approved, the researcher furnished copies of the approved letter to the

concerned public schools district supervisor and school head so that they will be duly

informed about the research to be conducted in their areas of responsibility.

Before the survey questionnaires were administered to the respondents, the

researcher conducted a brief orientation on the parents. If necessary, the questionnaires

will be personally delivered by the researcher to the residences of the respondents. In all

the activities to be undertaken, health and safety protocols were observed.

Finally, the researcher personally gathered the questionnaires, collate and tabulate

the results.

Statistical Analyses

The profile of the parents were determined using frequency count and percentage.

Challenges, Experiences, and Opportunities of parents as teachers of their own

children were determined using weighted mean.

 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings of the research, its analysis and interpretation of

data gathered.

Profile of Parents

This part presents the socio-demographic profile of the parents in terms of age,

sex, and parents’ highest educational attainment.

Age
 On age, 2% were aging from 25 years old and below; 8 % were aging from 26-

30 years old; 10% were aging from 31-40 years old; 17% were aging from 51 years old

and above; and 63% were aging from 41-50 years old.

The result implies that the majority of the parents were aging from 41 to 50 years

old above.

Table 1 Profile of Parents in terms of Age

Age Frequency (N=100) Percentage (%)
25 years old & below 2 2%
26-30 years old 8 8%
31-40 years old 10 10%
41-50 years old 63 63%
51 years old & above 17 17%
Total 100 100%

Sex

Table 2 show that there were 87% of female and 13% of male. This implies that

the majority of the respondents were female.

Table 2 Profile of Parents in terms of Sex

Sex Frequency (N=100) Percentage (%)
Male 13 13%
Female 87 87%
Total 100 100

Educational Attainment

In parents’ educational attainment, 49% were high school level while 36% were

elementary level. Furthermore, 11% of the respondents were elementary graduate;

another 3% were high school graduate; and the remaining 1% was college level. None of

the parents were college graduate.

 The result implies that the majority of the students’ parents don’t have the ability

to guide or assist the students in their studies because they don’t have the necessary

educational background for it.

Table 3 Socio-demographic Profile of Parents in terms of Educational

Attainment
Educational Attainment Frequency (N=100) Percentage (%)
Elementary Level 36 36%
Elementary Graduate 11 11%
High School Level 49 49%
High School Graduate 3 3%
College Level 1 1%
College Graduate 0 0
Total 100 100

Challenges of Parents as Teachers of their own Children

This part presents the results and discussions on the challenges of parents as

teachers of their own children which got a weighted mean of 3.35 described as agree.

The parents agreed that it is a challenge for them to appreciate the delivery of the

lesson neccessary in meeting the learners’ needs. Also, they were challenged on using

computers and teaching devices use in teaching preparation. Moreover, they find

accessing to internet; mode of delivering the lesson; training to teach; ability to

communicate in teaching; getting learners’ interest to learn; and having technical

expertise challenging.
 The result only implies that the parents were challenged on the sudden changes in

the learning environment, where they have to take some roles of the teacher such as

teaching their children at home. Though, they are not fully oriented and trained of these

roles still their assisstance were highly important in todays educational situation.

Table 4 Challenges of Parents as Teachers of their own Children

Statements Mean Desciption
1. Training to teach their children 3.33 Agree
2. Teaching required technical expertise 3.21 Agree
3. Ability to communicate in teaching 3.25 Agree
4. Teaching needs preparation 3.39 Agree
5. Meeting or fulfilling learners’ needs. 3.43 Agree
6. Mode of delivery of the lesson. 3.34 Agree
7. Ability to use computer and other teaching devices 3.42 Agree
8. Access to internet 3.36 Agree
9. Learners’ interest to learn 3.25 Agree
10. Appreciation of the lesson delivery 3.50 Agree
Weighted Mean 3.35 Agree
Legend:
Scale Range Description
4 3.51 – 4.00 Strongly Agree
3 2.51 – 3.50 Agree
2 1.51 – 2.50 Disagree
1 1.00 – 1.50 Strongly Disagree

Experiences of Parents as Teachers of their own Children at Home

This part presents the results and discussions on the experiences of parents as

teachers of their own children at home which got a weighted mean of 3.36 described as

agree.

The parents agreed that they experienced having children who has a remote

interest to learn. They also experienced comprehending the lessons before testing their

childrens’ listening skills. They have experienced answering their children queries and

questions; diverting lesson competency to get children attention and focus; selecting
topic/subject to teach; and motivating them. Children were digitally advanced were they

must as well possess the sufficient knowledge in teaching.

The result implies that the parents are experiencing teaching roles at home. They

were now able to experienced how to be a teacher and its what it needs to teach.

Table 5 Experiences of Parents as Teachers of their own Children at Home

Statements Mean Desciption
1. Children needs motivation 3.27 Agree
2. Children are digital advance 3.24 Agree
3. Children listening skills 3.40 Agree
4. Comprehension of the lessons 3.43 Agree
5. Attention and focus of the children 3.33 Agree
6. Interest of the children to learn is remote 3.47 Agree
7. Answer to children queries and questions 3.35 Agree
8. Sufficiency of knowledge in teaching 3.23 Agree
9. Diversion of lesson competency 3.34 Agree
10. Selective on topic/subject to teach 3.29 Agree
Weighted Mean 3.36 Agree
Legend:
Scale Range Description
4 3.51 – 4.00 Strongly Agree
3 2.51 – 3.50 Agree
2 1.51 – 2.50 Disagree
1 1.00 – 1.50 Strongly Disagree

Opportunities of Parents as Teachers of their own Children

This part presents the results and discussions on the opportunities of parents as

teachers of their own children which got a weighted mean of 3.16 described as agree.

The parents strongly agreed that they know how difficult to be teaching a child.

Others agreed that the parents teach differently from a teacher in the school that their

talent and ability to teach is different from the teacher. Also, it was agreed that pandemic

made them a teacher that they need to teach their own children is an opportunity.
 The result only implies that the parents were not ready on the new normal

teaching and that their capabilities are not enough to teach their children but it can be

seen as an opportunity to be able to monitor their childs’ learning progress and needs.

Table 6 Opportunities of Parents as Teachers

Statements Mean Description
1. To teach my own children is an opportunity for me 2.70 Agree

2. To know how difficult to be teaching a child 3.60 Strongly Agree

3. The pandemic made me a teacher 3.26 Agree
4. My talent and ability to teach is different from the 3.10 Agree
teacher
5. Parents teach differently from a teacher in the school 3.16 Agree

Weighted Mean 3.16 Agree

Legend:
Scale Range Description
4 3.51 – 4.00 Strongly Agree
3 2.51 – 3.50 Agree
2 1.51 – 2.50 Disagree
1 1.00 – 1.50 Strongly Disagree

Level of Performance of Children (SLM)

This part presents the level of learning performance of children in SLM. The table

below shows that the mean of students learning performance in SLM got a general

average of 83.47 described as Satisfactory.

The result implies that despite the challenges faced by parents as teachers of their

own children at home, students performance in self-learning modules were still

satisfactory because the teachers were doing their best to reach out to them and were

taking neccesary actions to improve their learning and understanding in answering

modules.

Table 7 Level of Learning Performance of Children (SLM).

Learning Performance of Children (SLM) Mean Description

General Average 83.47 Satisfactory

Legend:
Scale Range Description
5 90-100 Outstanding
4 85-89 Very Satisfactory
3 80-84 Satisfactory
2 75-79 Fairly Satisfactory
1 Below 75 Did Not Meet Expectations

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter deals with the summary, conclusion, and recommendations of the

study.

Summary

The study entitled, “Challenges, Experiences, and Opportunities of parents as

teachers of their own children” was conducted Datu Igwas IP Integrated Schoool under
District II, Kidapawan City Division. It determined the profile of parents, their

challenges, experiences, and opportunities as teachers of their own children.

A quantitative method design was utilized in the study. This study used a self-

made survey questionnaire to gather the data needed. Random and purposive sampling

technique was used to select the respondents of the study. One hundred (100) parents

from Datu Igwas IP Integrated School will served as the respondents. The data were

tabulated and interpreted using frequency count, percentage, mean, and weighted mean.

The findings of the study revealed that the profile of the parents. Majority of them

were adult parents and were females. Most of the parents haven’t graduated or even reach

college.

Moreover, the parents have revealed that they were challenged in teaching their

children while experiencing some roles that only teachers are expert and knowledgable.

But despite of that, many still find it as an opportunity to guide and monitor the learning

progress of their children. Further, children has also shown satisfactory general average

in SLM which means that parents are doing their part as teachers and that teachers were

also doing their part in assissting them.

Conclusions

The conclusion deduced from the findings of the research is that the parents were

aiming for the best of their children, even if they don’t possess the educational

qualifications a teacher should have. Their motivation, patience in teaching and dreams

for their children were evident despite the pandemic.

Recommendations

The following recommendations were formulated based on the findings and

conclusions of the research.

1. Hold meetings for parents to orient them on their part on their childrens’ learning.

This could also give them a chance to voice out the assisstance they need and that

the teachers and school heads of Datu Igwas could addressed it.

2. Provide parents with localized instruments that can help them improve childrens’

learning.

3. Conduct similar research considering other variables to measure educational

qualification.

4. Consider crafting an intervention plan based on the result of the research to

enhance the learning interest and learning of students.

Based on the findings and observed results of the study a proposed intervention

program (Table 8) can be used to address the challenges and experiences encountered by

the parents as teachers of their own children was made.

Table 8 Proposed Action Plan

Activities Objectives Persons Involved Time
Frame
1. Follow up on the students To raise the performance School head
learning progress. level of students. Teachers

2. Create an additional learning To lessen the burden of School head

aid that contains simplified parents but providing Teachers
contents for simplified learning aid. Parents
students/learners to answer
at home.
3. Conduct home visitations to To establish and maintain School head
foster closer relations with community linkages to Parents
 the parents/students and to strengthen teaching. Students
monitor the students at Teachers
home.

LITERATURE CITED

Asia Society Philippines. (2020). Back-to-School: Challenges for the Philippines and
responses from around Asia. https://asiasociety.org/philippines/asian-perspective.

Cohen, J., & Kupferschmidt, K. (2020). Countries test tactics in 'war' against COVID-19.
Science, 367(6484), 1287-1288. https://doi.org/10.1126/science.367.6484.1287

Colombo, M. W. (2016). Building school partnerships with culturally and linguistically

diverse families. Phi Delta Kappan, 2, 314–318.

Cowling, B. J., Ali, S. T., Ng, T. W., Tsang, T. K., Li, J. C., Fong, M. W., Liao, Q.,
Kwan, M. Y. W., Lee, S. L., Chiu, S. S., Wu, J. T., Wu, P., & Leung, G. M.
(2020). Impact assessment of non-pharmaceutical interventions against COVID-
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online publication. https://doi.org/10.1101/2020.03.12.20034660

Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on
Facilitating Flexible Learning During Educational Disruption: The Chinese
Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak.
Beijing: Smart Learning Institute of Beijing Normal University.

LaRocque, M., Kleiman, I., & Darling, S.M. (2011). Parental Involvement: The Missing
Link in School Achievement. Preventing School Failure: Alternative Education
forChildren and Youth, 55(3), 115–122. doi:10.1080/10459880903472876

Liu, F., Black, E., Algina, J., Cavanaugh, C., & Dawson, K. (2010). The validation of one
parental involvement measurement in virtual schooling. Journal of Interactive
Online Learning, 9(2), 105–132.

Murphy, E., & Rodriguez-Manzanares, M. A. (2009). Teachers' perspectives on

motivation in high school distance education. Journal of Distance Education,
23(3), 1-24.
Organisation for Economic Co-operation and Development. (2020). Supporting the
continuation of teaching and learning during the COVID-19 Pandemic. OECD.
http://www.oecd.org/education

Philippine Information Agency. (2020, October 9). Teaching-learning modality under the
new normal. https://pia.gov.ph/features/articles/1055584

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Normal: Planning for Flexible Learning. https://peac.org.ph/

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https://www.lexology.com/library

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All Learners. American Journal of Qualitative Research, 3(1), 136-139.
https://doi.org/10.29333/ajqr/5815

SURVEY QUESTIONNAIRE

CHALLENGES, EXPERIENCES AND OPPORTUNITIES OF PARENTS AS

TEACHERS OF THEIR OWN CHILDREN
 Datu Igwas IP Integrated School

Action Research Questions

This action research aims to answer the following questions:

1. What are the challenges of parents as teachers of their own children?
2. What are the experiences of the parents as teachers of their own children?
3. Is this an opportunity for parents to teach their own children?
4. What is the academic performance of children using self-learning module with the
assistance of their parents at home?

Direction: Please provide the needed data below by filling in/checking the column that
best describes your answer.

Name (Optional):______________________________________________
Age:_____________________
Sex___________________________________________

Parents Highest Educational Attainment (Please check):

Elementary level ______ Elementary Graduate________
High School Level______ High School Graduate_______
College Level__________ College Graduate___________
Other (Please specify)___________________________________________
Legend:
SA - Strongly Agree SD - Strongly
Disagree
A - Agree D - Disagree

A. Challenges of the Parents as Teachers of their Children

Statements SA A D SD
11. Training to teach their children
12. Teaching required technical expertise
13. Ability to communicate in teaching
14. Teaching needs preparation
15. Meeting or fulfilling learners’ needs.
16. Mode of delivery of the lesson.
17. Ability to use computer and other teaching devices
18. Access to internet
19. Learners’ interest to learn
20. Appreciation of the lesson delivery

B. Experiences of Parents as Teachers of their Children at Home

Statements SA A D SD
11. Children needs motivation
12. Children are digital advance
 13. Children listening skills
14. Comprehension of the lessons
15. Attention and focus of the children
16. Interest of the children to learn is remote
17. Answer to children queries and questions
18. Sufficiency of knowledge in teaching
19. Diversion of lesson competency
20. Selective on topic/subject to teach

C. Opportunities of Parents as Teachers

Statements SA A D SD
6. To teach my own children is an opportunity for me
7. To know how difficult to be teaching a child
8. The pandemic made me a teacher
9. My talent and ability to teach is different from the teacher
10. Parents teach differently from a teacher in the school

Learning Performance of Children (SLM)

Name of the Pupils Sub Sub Sub Gen.
1 2 3 Ave.

Thank you.