Authors :
Shania S. Tan; Marilla Mariz D. Esperas; Jamaica Q. Dacuital; Ellen Rose N. Cuevas; Gaida T. Regahal; Christina I. Carisma; Maureen N. Bernardo
Volume/Issue :
Volume 7 - 2022, Issue 6 - June
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3PnnpZt
DOI :
https://doi.org/10.5281/zenodo.6820361
Abstract :
The closure of schools during the height of the
Covid-19 pandemic prompted educational institutions to
shift to remote learning. In the Philippines, different
learning modalities were rolled out to ensure the
continuity of learning. Out of all the modalities, modular
distance learning emerged as the most preferred among
parents because of its accessibility. Most public-school
children are now learning through printed self-learning
modules. However, the role of parents as key learning
agents was exacerbated in this modality. Parents,
particularly those who have children in the elementary
grade levels, are faced with the new challenge of taking
over the role of a teacher in their homes. Given the
aforementioned context, this qualitative study was
conducted to explore the experiences of parents with
elementary-grade children in modular distance learning.
This study utilized a phenomenological research design
and selected six (6) parents from Region VIII in the
Philippines through purposive sampling. Data were
gathered using a semi-structured interview and analyzed
using Colaizzi’s method of data analysis. The findings in
this study revealed that: (1) parents employ different
ways to help their children in modular distance learning;
(2) the most common challenges that parents face are the
lack of parent content knowledge; insufficient learning
materials; lack of learner motivation; and financial
instability; (3) but despite these challenges, parents strive
to overcome the challenges with various coping strategies
such as seeking social support, relying on the internet,
giving reinforcements, adapting, and having a positive
mindset. Finally, this research study provides valuable
recommendations to teachers and policymakers which
can be the basis for the further improvement of this
learning modality.
Keywords :
modular learning; parents; experiences; challenges; coping strategies; phenomenological study.
The closure of schools during the height of the
Covid-19 pandemic prompted educational institutions to
shift to remote learning. In the Philippines, different
learning modalities were rolled out to ensure the
continuity of learning. Out of all the modalities, modular
distance learning emerged as the most preferred among
parents because of its accessibility. Most public-school
children are now learning through printed self-learning
modules. However, the role of parents as key learning
agents was exacerbated in this modality. Parents,
particularly those who have children in the elementary
grade levels, are faced with the new challenge of taking
over the role of a teacher in their homes. Given the
aforementioned context, this qualitative study was
conducted to explore the experiences of parents with
elementary-grade children in modular distance learning.
This study utilized a phenomenological research design
and selected six (6) parents from Region VIII in the
Philippines through purposive sampling. Data were
gathered using a semi-structured interview and analyzed
using Colaizzi’s method of data analysis. The findings in
this study revealed that: (1) parents employ different
ways to help their children in modular distance learning;
(2) the most common challenges that parents face are the
lack of parent content knowledge; insufficient learning
materials; lack of learner motivation; and financial
instability; (3) but despite these challenges, parents strive
to overcome the challenges with various coping strategies
such as seeking social support, relying on the internet,
giving reinforcements, adapting, and having a positive
mindset. Finally, this research study provides valuable
recommendations to teachers and policymakers which
can be the basis for the further improvement of this
learning modality.
Keywords :
modular learning; parents; experiences; challenges; coping strategies; phenomenological study.
