Lived Experiences of Parents Supporting Their Children in Printed Modular Distance Learning: A Case Study of an Elementary School in the Philippines

Abstract

The COVID-19 pandemic caused a sudden shift from traditional face-to-face learning to printed modular distance learning or home-based learning. As a result, parental involvement became essential to facilitate their children's education at home. This study examined the experiences of parents acting as teachers or facilitators for their children using printed modules in an Elementary School in the Philippines. A descriptive qualitative research design was employed, involving 18 Grade 1 parents selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed using thematic analysis. The study explored the challenges faced by both parents and children during home-based learning, the support provided by the school, and the strategies used by parents to support learning. The findings revealed that common challenges included disruptions to children's daily routines, difficulty in teaching learning activity sheets, and children's struggles to stay focused during home learning. The school offered significant support, including providing information and health kits for COVID-19 awareness, conducting home visits, and maintaining a consistent schedule for distributing and collecting modules. Parents commonly used strategies like enforcing strict schedules and offering rewards to motivate their children. The study recommends developing an action plan to enhance parental support in their role as partners in their children's continuous learning during the pandemic.