AFTERSHOCKS OF MODULAR DISTANCE

LEARNING: THE PARENTS’

LIVED EXPERIENCES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 295-305
Document ID: 2023PEMJ1061
DOI: 10.5281/zenodo.8248055
Manuscript Accepted: 2023-13-8
Psych Educ, 2023, 12: 295-305, Document ID:2023 PEMJ1061, doi:10.5281/zenodo.8248055, ISSN 2822-4353
Research Article

Aftershocks of Modular Distance Learning: The Parents’ Lived Experiences

Hermae Ann V. Beriawel*, Ehlz Marie N. Sacnanas, Shanice Marie B. Ferolino, Cyril A. Cabello
For affiliations and correspondence, see the last page.
Abstract
As educational system was hit by a global catastrophe, the introduction of modular distance learning
outspread to sustain the quality of education towards the learners. To make this work, parents forced
to embrace the new system of learning. With this, the parents were having a hard time on scheduling
between their work and children’s learning, and on facilitating the learning from home scheme. This
study dug into the parents’ involvement and attitude towards the modular distance learning system.
The data were evaluated by interpretation and the method used in gathering data is qualitative.
Content analysis allows researchers identify and analyze the correct words, topics, or concepts. The
researchers conducted interviews to six parents from Badian, Cebu. The parents’ involvement in this
study were determined by purposive sampling technique. From the responses of the parents, the
researchers developed three essential themes: (1) The Challenges, (2) The Time, (3) The Rating,
(4) The Improvement, and (5) The Advantages and Disadvantages. These themes emphasized the
lived experiences and battles of the parents in the distance learning system during the pandemic. The
researchers were able to extract problems and meaning of consequences for parents’ lived experience
of MDL. Parents’ talent in shaping their children’s learning is not an easy job, rather it was found to
be difficult. But additional colors were added to help shape it and made the children’s future more
worthwhile.

Keywords: modular distance learning, learning facilitator, lived experiences, battles of parents

Introduction to control the upsurge of the Covid-19 and shrink the

In year 2019, the world was shaken by a global
catastrophe that highly affects the educational system
in different countries in where no one knows when it
will stop. When COVID-19 virus comes out and
turned millions of lives flipped, the suffering of global
pandemic continues to crash learners, teacher, and
parents crucially (Villar et al., 2022). This virus has
given rise to destructions all over the globe and to all
crucial sectors especially the school system was
smashed badly (Tria, 2020). Learners, learning centers
and other educational institution turned out to be
directly affected This catastrophe has brought
exceptional challenges, almost all countries were
looking out for plans on how to at least lessen the
outspread of the virus (Johannesburg, 2020). At the
same time, the sector of Education is bringing up on
sustaining the quality of the education in the face of
lockdowns. On the other side, parents were also having
doubts on the status of their children’s education
(Abucejo et al., 2022). Especially, on how to deal with
this add-on on their day-to-day basis, with the
knowledge of the parents on how to facilitate learning
with the new mode of instruction. For this reason, the
researchers give rise to conduct this study to look into
parents lived experiences on the aftershocks of
distance modular learning during the hit of COVID 19.
The majority of the nations around the globe have
stopped their learning establishments for the meantime
transmission of the virus. This closure affects huge
numbers of learners nationwide, including millions of
learners in the Philippines (Duron, 2022). The
restrictions of people going out and the isolations in
many places during the pandemic forced learners and
school tutors to continue the learning and its duties at
home creating a variety of learning platforms and
learning offers (Ogang et al., 2022). However, this
new way of learning has brought challenges and
problems with the quality of education for students and
teachers (Olleras et al., 2022). The willingness of
schools to prepare learning offerings and family
resources for the introduction of new learning methods
has been a major challenge. For young children,
homeschooling requires a parent to be always present
in guiding learners on learning tasks. This rapid
change in learning is a concern because, without
traditional parental support, new learning methods can
create stress and parental anxiety in parents, which can
negatively impact learners (Pableo et al., 2022;
Segarino et al., 2022). The incident altered the
learning environment can result in a significant change
to the function of the parents. Parents found it difficult
and a burden for enabling them to fulfill their
obligations and duties while evaluating their kids at
home Parents cannot simply play an important role not
only as educators but also as parents. Being handed
down the tasks and obligations that primarily
belonging to instructors have significantly influenced
their choices how to increase the gap in time between

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Research Article
household tasks and instructing their offspring. This
style of education conflict in parents' time
management due to the arrangement of their duties.
With this, most nations swift methods of teaching and
learning from teaching in person to mobile teaching
and with the use of reproduced materials (Yamon et
al., 2022). No matter how, financially challenged
learners’ students face barriers and risks such as
prolonged educational dropouts, the unequal access of
technology, outdated devices and anxiety attacks was
also an issue (Bearinger, 2021; Riconalla et al., 2022).
The UNESCO has found learning inequalities have
worsened when the Covid- 19 existed, countries facing
disadvantages learning during temporary school
closure, presumed not to support the new teaching, and
learning system, in opposition addresses the issues like
offering easier ways of teaching approach that is
comprehensive. This new mode of learning approach
let learners grow on their own and needs continuous
completion of assessments at the same time give the
learners a hands-on experience which does not rely on
teacher-learner interactions (Agaton & Cueto, 2021;
Ugbamen et al. 2022). For the children to learn,
reproduced and printed materials are what their parents
prefer to have as one of the methods of learning. It is
based on the result of the survey on the student’s
enrollment form, done mostly in public schools. With
the printed materials or modules, the family members
are very eager in being a part on their children’s
learning as teachers (Mangubat et al., 2022). Parents
accompany and give full contribution on the study of
their children in their shelters. Parents help their
children cope with the home study task given in the
learning modules.
Parents can play an important role not only as parents,
but also as educators or home tutors. The taking over
of task and obligations that fall primarily on teachers
has had a major impact on options about how to
allocate more time between housework and children's
education (Cabello, 2022). As stated by Olivo (2021),
the parameters of teaching and learning process
courses, coordinated timetables, and participation as
learning companions were explained during parent
orientation. Nonetheless, they received technical
support through messenger group chat, mobile SMS,
and phone calls, and were assured of monitoring
student progress and addressing any issues or concerns
during implementation (Cariaga et al., 2022). It is the
key characteristics in establishing the quality of
learning of the children in the harmless and most
secure surroundings- at home. Several studies show
how the engagement and parents contribution helps the
performance of learners increased (Bahinting et al.,
Beriawel et al.
2022). Their collaboration will be more productive
when being tandem with educators, this may lead to a
higher quality of perception on functional practices of
the engagement of parents boosting learning outcomes.
This study provides a profound perception on the
feeling of the parents when experiencing the new
mode of learning environment. We aim to know how
parents contribute to content, even in complex
situations. Various tensions and challenges are
revealed during the transition from one modality to
another (Cabello et al., 2021; Ricaplaza, 2022). This
paves the way for creating critical programs and
management plans that can fill the gaps. This gap
needs to be addressed to continue providing quality
education to all students without compromising
standards of instructional delivery. The result of this
inquiry may be a basis for teachers and schools to
think about different viewpoints and effective
supervision which can help parents provide better
experience in schooling for their little ones.
Eventually, the relationship between parents and
educators may need to be reexamine as technology
becomes more real in students' everyday lives and the
physical venue of learning changes.
Research Questions
This study intended to explore the lived experiences of
the parents under modular distance learning.
Moreover, the study accumulated relevant information
by answering the following questions:
1. As a parent/guardian, what are the battles or
challenges you faced in facilitating your child’s
learning at home on modular distance learning during
the pandemic?
2. How much time do you spend each day answering
the modular distance learning to your child?
3. As a parent, how would you rate the quality of
modular distance learning during pandemic?
4. Do you think that distance modular learning helped
the students improve their knowledge and studying
skills? In what way?
5. Can you give some advantages and disadvantages of
distance modular learning.
Literature Review
It was March 2020 when the Covid-19 pandemic
struck and shook the world. Measures were
apprehended by the government to control the
spreading of the virus by using proscribing freedom of
movement through imposing quarantine, lockdowns,
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and curfews worldwide. One of the most affected
institutions is the school, students all over the world
stopped going to school physically, and this brought
fear and confusion for the future, not just by the
students, but also by their teachers and parents. The
researchers decided to conduct this study to learn and
know more about the opinion and views of learners’
parents about the modular learning.
To ensure continuity of education, the Department of
Education in the Philippines adopted alternative
methods to cater to the educational needs of Filipino
students. One of these methods is Distance Modular
Learning, where teachers provide their students printed
modules or soft copies sent online which are given to
the students every Monday and are submitted at the
end of the week, and then they monitor the progress of
the students by checking their works. Because of the
changes in the “new normal” setting due to the
COVID-19 crisis, the Philippines’ Department of
Education underscores the vital function of parents and
guardians to assure that the education of their children
will retain amid expected fragment. The Department
of Education started a Learning Continuity Plan (LCP)
to answer the education adjustment settings during the
pandemic. Because of this arrangement, parents played
a crucial function in assisting their youngsters in
understanding the lessons and answering the activities
in the modules.
Parental involvement of the students’ education begins
in the house with their mothers and/or fathers, who
must supply secure and healthful surroundings, guide
to acquire appropriate academic skills, and a high-
quality mind-set about school. Several studies suggest
expanded educational success with students whose
parents are involved in their education journey.
Researches additionally imply that parental
involvement is very fruitful if regarded as a
partnership between teachers and students’ parents. By
inspecting the parents’ and educators’ views, they
must have a higher expertise of fruitful involvement
practices in advancing pupil accomplishment. Several
researchers including Abucejo et al. (2022) have
studied parents’ involvement and its consequences on
the learning system for the past years.
Parents’ involvement is connected with diverse
advantages for learners of every age. The high-quality
indicator of a pupil's achievement is the quantity to
which households are involved of their training.
Sensing their dad’s and mom’s aid, learners end up
more inspired and expand a love of gaining
knowledge. The significance of familial involvement
in their kids’ education was validated in multifarious
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evidence-based studies. Studies from the National
Coalition for Familial Involvement in learning
partakes that regardless of their earnings or
background, learners with concerned and supportive
parents are more likely to have better school ratings
and high scores, go to school often, have higher social
competencies, display progressed conduct and adapt
properly to school.
Furthermore, the result of the researches that
confirmed the tremendous consequences of
involvement of parents in their learners. One research
discovered that involvement of parents’ aids gives kids
attention and reward which, in turn, facilitates them
apprehend their learning is deserving of grown-up
passion. As kids likely to copy grownups, when their
mother and father are concerned with their learning,
kids will analyze the significance of learning and
attempt to imitate those attitudes from their dad and
mom. The National Education Association
conducted another study which showed that familial
involvement in faculty improves pupil success,
reduces absences, and restores parents’ belief of their
youngsters’ education.
Thinking about the COVID-19 pandemic and the
adjustments it delivered to students’ learning, parental
domestic-based involvement became specifically vital.
Parents’ function in supervising their youngsters’
learning changed and boosted, by attending their kids’
study and developing techniques associated with on-
line gaining knowledge. Few hindrances to distance
and domestic schooling had been distinguished from
the view of the parents, barriers like non-personal,
technical obstacles, logistical limitations, and financial
obstacles (Ando et al., 2022).
Several elements made parent’s involvement tougher
for the duration of those difficult times. Because of the
absence of vocabulary skills, mastery of the lessons,
and English skills, comprehension skills, and poverty
hindered their potential to smartly help their kids,
leading them to use an expansion of allotted parenting
techniques which includes the use of Google Translate
for difficult phrases, internet browsing, scanning a
dictionary for vocabulary troubles, and asking
assistance from the well-informed relatives (Budao,
2021). According to Paco et.al (2021), family
discovered that it is tougher for them to perform their
obligations to help their kids domestically. They don’t
just act as parents but teachers as well.
In conclusion, the participation of parents in the
educational process during the distance learning
modality setting means that they partake in the duty to
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train to gain instructional desires during pandemic. In
this setting, parents may experience some difficulties
due to a lack of knowledge of the lessons, work,
household chores, and others. Some studies showed
that the parents who helped their children in the school
lessons will help their children improve their academic
achievements, including furnishing secure and
healthful surroundings, conducive to learning, aid or
support, and a nice mind-set about learning. Distance
Learning Modalities during the pandemic may have
disadvantages for the learners, parents, and teachers,
but it also offers advantages to the people involved.
Methodology
This design aimed to collect and analyze the non-
numeric data and to understand the concepts, ideas,
and experiences, thus, phenomenology was used.. The
criteria for this study are to examine and interpret the
experience of participants using a copy of the distance
learning module. It also allows for unbiased analysis
of the entire data sample.
Participants
In this study, researchers used purposive sampling
technique. This study expressed parental insight of real
experiences in the aftermath of modular distance
learning. Participants in this study were six parents of
the learners, whose ages range from 20-40 years.
Targeted sampling was performed as stated in the
selection criteria:
1. The participants are the parents of the pupils.
2. The parents’ experience of modular distance
learning as the ‘new normal’ during the pandemic.
3. Voluntary participation in the survey and there’s no
specific grade level.
Data Collection
A letter of approval has been requested to the barangay
captains of the different barangays in Badian, Cebu.
After they approved, the parents were contacted and
informed so the researchers and participants can set a
schedule for the interview. The researchers explained
to the participants what the research is all about and
the contents of the survey questionnaire, and explained
to them the process of the interview, and they were
given ample time to decide whether they will proceed
or withdraw to the interview proper. When the parents
decided to continue, the researchers then distributed
the questionnaires to them and recorded the collected
data using the voice recorder. The gathered data were
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subjected to analysis.
Research Rigor
Researchers address rigorously and specifically used
the criteria and good qualitative design strategies.
Also, Lincoln and Guba (1985:218) proposes another
establish for validity and consistent in qualitative
research: reliability. Furthermore, the rigor of this
study was noted when researchers execute clamps
(Cabello,2022). Brackets are means of signify the
effectiveness of data collected and analyze the
processes (Ahern,1999). Researchers therefore strived
to set their repertoire of knowledge, values, and
experiences so that the participant’s will describe their
life experiences.
Ethical Consideration
This ethical of standard was adhered to the study.
Researchers respected the privacy of the interviewees
and did not force the parents to answer the questions.
To give parents confidence and assurance, the
researchers ensured the confidentiality of their
responses. All participants may withdraw or terminate
the study at any time without feeling obligated to
continue. Participants are not required to provide a
reason for discontinuing the study. It is important to
make it clear to participants that there will be no
negative consequences or repercussions if they refuse
to participate. After all, they will take their time to
help you with the investigative process, so you need to
respect their decisions without trying to change their
minds.
Data Analysis
In this study, the data were evaluated by interpretation.
The method is used to set on whether the words,
themes, concepts exist within certain qualitative data.
Content analysis allows researchers to identify and
analyze the correct words, topics, or concepts. For this
study, content analysis was performed with the
following steps: prepare, organize, report. First step
recognizes data collected and unit selection. Second
step collects, classifies, interprets and examines the
collected data. Third step structured and logical
abstraction.
Results and Discussion
The data obtained in this study are presented, analyzed
and interpreted. The researchers developed five
essential themes: 1. The Challenges; 2. The Time; 3.
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The Rating; 4. The Improvement; and 5. The
Advantages and Disadvantages. The five themes
mentioned indicate the real experiences of the parents
during the Modular Distance Learning.
The Challenges
Parental involvement of the students’ education begins
in the house with their mothers and/or fathers, who
must supply secure and healthful surroundings, guide
to acquire appropriate academic skills, and a high-
quality mind-set about school.
The researchers asked the participants about the battles
or challenges they faced in facilitating their children’s
learning at home on modular distance learning during
the pandemic.
Participant A is from Poblacion, Badian, Cebu, a
single mother of a grade four learner, 34 years old, a
high school teacher, and the youngest child of the
family.
Participant A said in her dialect,
“Ang lisud sad no kay time management especially
nga kanang nagtrabaho ko then sometimes kay dili
siya magiyahan, siya-siya ra gyud. Lisud ang uban nga
topic and walay teacher nga maka-assist, lahi baya ang
elementary sa high school.”
(“Time management is difficult especially that I’m
working, sometimes I cannot guide my child, she just
studies on her own. There are also difficult topics and
there is no teacher to assist, since elementary is
different from high school.”)
The participant said that most of the time, she cannot
help her child in answering the modules because she
comes home late and tired from work and some of the
topics are difficult.
Participant B is from Banhigan, Badian, Cebu,
married, 37 years old, a self-employed father of a
grade three pupil, and the fifth child of the family.
The participant revealed,
“Lisud gyud, as a parent lisud gyud labi na sa na-
experience nako sa ako anak nga English speaking siya
tapos ang iyang module kay Bisaya kaayo pero lawom
pa jud kayo. Maglisud kog translate para niya kay ang
iyang naandan kay English man, ang module Bisaya,
maglisud ko ug penetrate ug pasabot niya.”
(“As a parent, it is difficult especially in my
experience with my child who only speaks and
understands English but his modules are written in
Cebuano language. I find it difficult to translate and
have him understand his lesson because he is used to
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English language only.”)
The participant finds modular distance learning
difficult, for the modules are written in Cebuano
language while his son only speaks and understands
English language.
Participant C is from Tubod Badian, Cebu, married, 29
years old, a housewife and have 5 children.
The parent stated,“Isip ginikanan obligado ang
pagtudlo sa bata sa balay panahon sa pandemic pero
lisod kaayo kay kulang ug materyales para makabalo
gyod and bata ug labaw sa tanan dili jud mo patuo
namo.”
(“As a parent, it is our obligation to teach our child at
home during the pandemic, but it is very difficult due
to lack of materials an most of all, our child does not
follow whatever we tell her to do.”)
The participant said that they encountered difficulty of
modules because of lack of materials and their children
did not follow her instructions.
Participant D is from Tubod, Badian, Cebu, married,
36 years old, eldest in the family and have 4 children.
Participant D said,“Lisod kaayu pagtudlo sa bata
karong panahon sa pandemic tungod sa kulang sa
materyales ug lisod kaayu kay nagtrabaho pod mi.”
(“It is difficult to teach our child during the pandemic
because of the lack of materials and we are working at
the same time.”)
The participant stated that aside that they are working,
the lack of materials also makes it difficult for them to
teach their child during the pandemic.
Participant E is from Santicon, Badian, Cebu, married,
30 years old, a housewife and has one child.
She replied,“Ang kalisod nga akong naagi-an kay ang
pagkuha sa atensyon, daghan kaayo ug palusot usa mo
tubag sa iyang module. Kinahanglan pa kasab-an aron
mo tubag.”
(“The challenging part I have experience was how to
get my child’s attention, she has a lot of alibis before
answering the modules. We have to scold her first
before she answers them.”)
The participant said that she finds it difficult to handle
her child’s attitude during their module session.
Participant F is from Santicon, Badian, Cebu, married,
36 years old, eldest in the family, and have 2 children.
The participant admitted,
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“Lisod, kay dili full ang time nga akong mahatag sa
ilang pagtuon, tungod kay nangita pud ko ug
panginabuhi-an ug adunay leksyon nga dili nako
masabtan.”
(It is difficult because I cannot teach them full time
due to work an there are some lessons that I cannot
understand.”)
The mother said that she cannot commit full time in
assisting her children’s learning.
The Challenges Theme showed that most of the
parents find it difficult to teach and attend to their
child due to lack of materials, difficulty in
understanding the lesson, and being busy due to work.
The Time
Parents’ involvement is connected with diverse
advantages for learners of every age. Delgado (2017)
said, the high-quality indicator of a pupil's
achievement is the quantity to which households are
involved of their training. Sensing their parents’ aid,
learners end up more inspired and expand a love of
gaining knowledge.
When asked how much time they spent each day in
answering the modular distance learning to their
children:
“Like what I said, trabaho baya, so inig abot sa balay,
kay mana siya (answer), igo nalang ta sa pag-review,
pag-guide, pag-correct.”
(“Like what I said, I’m working so when I get home,
my child is already done with her modules, what I can
just do is only to review, guide and check her works.”)
Participant A revealed that she spent only one hour on
average every day since she is a working mom.
Participant B stated, “Kanang tulo ka oras kay ma-
boring man siya kay lahi ra kaayo, lahi ra sa face to
face nga naa siya’y kauban nga mga estudyante, naa
siya’y kaduwa, dili siya ma-bored, dili siya ma-boring
kay tungod siya ra’ng usa magtudlo, siya ra usa
magtuon, wa siya’y laing kauban estudyante mura
siya’g ma-boring. Kanang tulo ka oras pinakataas na
gyud na nga maka-handle ko ana niya.”
(“Only three hours maximum because my son gets
bored, it is really different from face to face (classes)
that he has classmates, playmates, and it does not
make him get bored, unlike when he is alone studying.
That three hours is already very long already for me to
handle him.”)
The father said that he spent three hours maximum in
teaching his child since his son gets bored as he is the
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only one studying, he doesn’t have classmates to study
with.
Participant C stated that, “Gamay ra ang oras sa
pagtudlo sa bata tungod kay magtrabaho o mangita pa
ug panginabuhian aron nay makaon adlaw-adlaw.
Maglisod pud ug pasabot sa bata kay laglom ang
English.”
(“I can only to teach my child in a short period of time
because I am working or trying to find a means of
living to sustain our daily meals. It is also difficult to
explain to my child because there are English words
that even I cannot understand.”)
She spent a little time in teaching her daughter because
she needed to work for them to have food to eat every
day. It is also hard to teach their children because there
are some words in the module that they could not
understand.
Participant D said, “Dili ta maka- answer sa module sa
saktong oras kay nangita pod mi ug asa mi
mangwarta.”
(“We cannot give enough time to answer the modules
because we are also struggling to find or have
money.”)
It is hard to answer the module in time because they
are busy finding work for the daily consumptions of
their family.
Participant E answered, “Gi-siguro nako nga kada
adlaw naa mi usa ka oras, ug ako nga tuyo-on nga kada
alas 6 sa gabi-e matag adlaw aron ma-anad siya.”
(“I make sure that I give one hour each day, I schedule
it every six in the evening so my child will be used to
this schedule.”)
She made sure that her child answers the module every
day so her child gets used to it.
Participant F said, “Bisan sa ka-busy namo, akong gi-
paningkamutan nga mahatagan nako ug taas nga oras
ang pagtuon sa akong anak gamit ang module.”
(“Even if we are busy, I really triedmy best to give my
child ample time to study using the module.”)
Despite their busy schedules, they always find a way
to help their children in answering the module.
The Time Theme revealed that though the parents tried
their very best, they can only spend just a limited time
in helping their children to answer the activities in the
modules because they are very busy in attending their
day-to-day work-related activities.
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The Rating
Thinking about the COVID-19 pandemic and the
adjustments it delivered to students’ learning, parental
domestic-based involvement became specifically vital.
Parents’ function in supervising their youngsters’
learning changed and boosted, by attending their kids’
study and developing techniques associated with on-
line gaining knowledge.
The participants were asked to rate the quality of
modular learning during the pandemic. The following
are the answers of the participants:
Participant A said, “Kuan ra gyud ma’am ari ra gyud
ko sa six. Six kay to be honest kay although maayo
gyud ang kanang mga teachers sa akong anak,
makaingon jud ko kay ila gyud gigiyahan, kusog jud
mo-follow up gyud and everything, pero lahi raman
gud tong kadtung nag- face to face na kay makakita
jud nga nay interaction.”
(“I can just rate six because to be honest, although my
child’s teachers are good, they guide an o follow ups
an everything, but I can still say that it really is very
different with the face-to-face classes because they can
interact.”)
The participant said that although her daughter’s
teachers did follow ups, physical interactions between
the teachers, students and classmates are really helpful.
She said that as a teacher herself, she can compare the
difference between distance learning and face to face
classes because teachers can guide the students. She
said that face to face classes is really nicer compared
to the modular distance learning, that is why she rated
it six only.
Participant B stated,“Tungod kay dili man gud ta
kapugos sa estudyante, sa bata kay mura siya ug wala
ka-adapt, lahi ra kaayo sa face-to-face nga klase nga
ma-adapt niya ang environment sa pagtuon kay ug diri
sa balay gud kay ang iya pagtuo nga kita ra gihapon
ang nagkuan niya, mura ra ug dili bitaw niya gi-mind
nga nag-eskwela siya. Unlike sa maestra pa siguro, dili
siya magpabadlong kay lahi nga maestra ang magkuan
niya, mao nga mao gyud na ako i-rate sa modular
five.”
(“We cannot force our child since he has not seemed to
adapt yet unlike in the face-to-face classes where the
environment is different, in studying at home, the child
does not think he is even studying. Unlike with a
teacher, surely, he will behave because the teacher
knows how to handle the student, so that is why I will
only rate it five.”)
He said that he will rate the modular distance learning
Beriawel et al.
with only five. He added that his child didn’t think that
he is studying because only his parents are there to
teach him.
Participant C stated, “Dili ko makahatag ug taas nga
rate kay may pagkakulang ko sa insaktong kahibalo
labi na kay lisod pod para namo pagpasabot sa among
bata.”
(“I cannot give a high rating because I lack knowledge,
especially it is difficult for us to explain (the lesson) to
our child.”)
She cannot give a high rating for the modular learning
because she only has a little knowledge to teach her
children.
Participant D said, “Isip ginikanan dili ko kahatag ug
daku. Ang ako lang mahatag kay 75% kay akong anak
di jud ka tarong answer ug kami pod ang maka-answer
kay mo pass na.”
(“As a parent, I cannot give a high (rating). I can only
give 75% because my child cannot answer properly
and sometimes, we will be the ones to answer since it
will be already time to submit the modules.”)
She stated that as a parent, she can only rate 75% in
modular learning because their children cannot focus
in answering the module, there are times that they are
the ones who answered the activities in the modules.
Participant E said,“Ang ako nga igrado kay 8 ra gayud
over 10.”
(I will rate 8 over 10 only.)
Participant F said, “Dili siento-por-siento nga
makakat-on ang mga bata kay kulang ug kahibalo ang
mga ginikanan susama nako.”
(“Not hundred percent sure that the child can learn
because some of the p arents like me, lack
knowledge.”)
For her, modular learning cannot assure 100 percent of
the students’ learning.
The Rating Theme indicates that the parents are not
fully satisfied in the Modular Distance Learning
setting because they think that their children did not
learn much and were not focused on studying at home
compared to the face-to-face classes and real
classroom setting.
The Improvement
Even though obstacles existed, familial involvement in
youngsters' gaining knowledge may have increased
throughout lockdown home-schooling. The parents
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discovered that the home-learning situation progressed
parent-instructor affinity, boosting their admiration for
educators and vice versa Ribeiro et.al (2021).
Participant A said, “Kani nga aspect nga improve their
knowledge mam, murag kaduha-duhaan jud siya. Ang
kani hinuong skills in studying kay mapugos man ang
bata ug kanang tuon kay wala man siya’y laing choice
kay wala siya’y maestra nga mo-guide niya, so
somehow kay ma-develop iyahang study habit kay naa
may mga modules nga kailangan answeran and naa say
deadlines.”
(“In this aspect that they improve their knowledge, I
really doubt it. But when it comes to studying skills, I
think it is true because the child will be forced to study
on her own because she does not have a choice
because she has no teacher to guide her, her study
habit will be developed because there are modules that
needed to be answered and have deadlines.”)
She is doubtful if the modular distance learning helped
the learners improve their knowledge, however, she
said that it was helpful in the learner’s studying skills.
Participant B revealed, “Ni-improve gamay kay mao
lage, mao to ako tubag nga dili siya kaayo ka-penetrate
kay dili lage tinuod nga maestra iya kaatubang, iyaha
rang parents mura ra siya ug wala nagtuon. Gamay ra
gyud ang improvement kay sa face-to-face nga pag-
eskwela sa akong na-experience ug sa iyang na-
experience karon.”
(“My child improves a little because he thinks he is not
really studying because there is no real teachers, only
his parents are there to teach him.”)
He expressed that his child might have improved a
little but there is a large difference if the child attended
the face-to-face classes.
Participant C said, “Gamay ra ang ihatag ug
kalamboan sa kahibalo ug pagtuon kay gamay ra man
ug oras sa pagtuon sa mga bata. Dili jud makapuno sa
ilang nahibaloan kay mostly kami man ang mo answer
sa module. Lahi ra jud ug face to face kay ang bata mo
tuo man sa ilaha.”
(“Only a little improvement in their learning because
of the lack of time in the child’s studies, and most of
the time, the parents are the ones who answer the
modules. Unlike in the face-to-face classes that they
will listen to the teacher.”)
Distance Learning did not help the pupils that much to
improve their knowledge and studying skills because
of less time in focusing their studies independently and
the child is playing most of the time.
Beriawel et al.
Participant D stated, “Dili jud katabang ang modular
para nako kay walay makat-unan ang bata kay sige
lang ug dula ug dili pod maka-focus sa ilang trabaho
kay ang gihuna-huna lain. Maayo man ang face-to-
face kay naa jud learning makuha sa bata.”
(“For me, the modular learning cannot help because
the child cannot learn because they cannot focus, they
think of different things like playing. In the face-to-
face classes, the children can really learn something.”)
Modular distance learning did not help the children
because of less knowledge they can get, and they
focused more on other things. Face to face learning, on
the other hand, helps because they can learn more from
the teachers.
Participant E replied, “Para nako nakatabang sa
modular ang naay gihatag nga activity nga ipabuhat sa
bata. Pina-agi niini makita gayud nimo kung naa ba
siya’y nakat-onan o wala.”
(“For me, the activities in the modules helped the
child, because of this, parents can see if their children
had learned something or not.”)
For her, the activities in the modules would help assess
her child’s learning.
Participant F uttered,“Dili kaayo ko maka-ingun nga
nakatabang gayud ang module sa bata, kay kung
wala’y giya sa ginikanan dili man niya mahimo kini.
Mas maayo gihapon ang face to face.
(“I cannot say that the modules helped the child, if the
parents were not there to help, the child cannot answer
the modules. I still think that the face-to-face classes is
better.”)
The parent thinks that she is not confident that the
modular distance learning helped her child because the
learner cannot answer the activities without the
parents’ help.
The Improvement Theme emphasized that for the
parents, this modular distance learning is not helpful in
terms of the learning improvements of their children
since it only showed that their children cannot do the
module activities on their and without their parents’
help and guidance.
The Advantages and Disadvantages
Distance Learning Modalities during the pandemic
may have disadvantages for the learners, parents, and
teachers, but it also offers advantages to the people
involved.
Participant A mentioned,
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"Disadvantage kay walay teacher jud nga makatudlo sa
bata, sa unsa gyud ni siya, like ug maglisud ug looy
pod ang parent if wala juy nahibaw an, nga walay juy
idea about anang topic sa module, looy kay ang bata
kung sa personal pa, mag-nganga ra ang bata, pataka
nalang ug answer, plus dili ko kaingon nga daghan
ilang nakat-unan, siguro naa silay nakat-unan mga 0.1
or 1 percent , ana nalang, ato nalang tagaan ug chance,
kay mao na siya, basa ra, dayun ang uban sad nga mga
modules kay naa bayay answer key, so manan aw
rapod ang mga bata sa answer key. So giunsa man nila
pagkakat-on? Gawas siguro sa mga estudyante o mga
bata nga naming kayo kay mo-try gyud sila basa and
sabot, mao na siya ang disadvantage, murag nahug jud
siya nga stagnant jud ang bata. Aside from that, burden
sad siya sa part sa parent, especially sa kadtung mga
busy jud kayo kay kailangan baya nimo igiya imong
anak, although responsibilidad man jud na nimo,
imohang giyahan imo anak, additional napod siya nga
trabaho ba. Mas daghan mo’ng time to interact with
each other, murag mahug sad nga while you’re
answering the modules, kay bonding sad na ninyo as
mother-daughter or father-son.”
(The disadvantage is there is no teacher around to
teach and facilitate the child. If the parents lack
knowledge, it is hard for them to teach their children,
so the children cannot answer properly, maybe their
learning is only 0.1 or 1 percent because they just read,
the others will just look at the answer key given in the
modules, so they really cannot learn, although there
are students who are very diligent to try to read and
understand. Aside from that, it is also a burden to the
parents, especially those who are really busy, although
that is the parents’ responsibility to guide their
children, but it is an additional task for them. The
advantage is that parents and children can bond and
interact with each other while answering the
modules.”)
She thinks that there are some disadvantages of the
modular distance learning, example of which, is no
teachers can guide and teach the students. The
advantage, on the other hand, for her, is the children
can spend more time with their family.
Participant B said, “Ang advantage nga modular kay
dili siya ma, kay sa atong na-experience sa atong
nasud karon, sa atong environment, kaning pandemic,
dili siya ma-expose sa mga lain-laing mga kabataan or
mga tawo, kay naa ra siya sa balay. Mao na siya’y
advantage. Ang disadvantage kay dili siya maka-adapt
sa nature sa pag-eskwela ba nga dili siya kaadtu ug
eskwelahan ari ra siya sa balay, magtaas iyang grado,
magtaas iyang grade level nga naa ra siya sa balay.”
(“The advantage of modular learning during this
Beriawel et al.
pandemic, the child is not exposed to other children or
people because he is just at home. The disadvantage is
he cannot adapt in the nature of learning because he
does not go to school.”)
Because of the pandemic, he thinks that the advantage
of the modular distance learning is his child was not
exposed to the virus brought by Covid, while the
disadvantage is his son could not adapt the nature of
learning environment.
Participant C stated, “Ang advantage sa distance
modular learning kay magtuon ang bata nga gusto niya
kon interesado siya. Ang disadvantage dugay
makasabot ang bata kay di man siya maka-focus kay
dula nalang ang giatubang.”
(“The advantage of distance modular learning is that
the child will study based on her interest. The
disadvantage is the child cannot understand right away
because she cannot focus with the lesson since she just
wants to play all the time.”)
The advantage of modular distance learning is that
pupils can have more time to study if he is interested
to learn, while the disadvantage is, the child cannot
focus well compared to face to face that has a time
limit.
Participant D said, “Ang advantage sa distance
modular learning makapahuway ang maestro sa
pagtudlo. Ang disadvantage kay makabugo sa mga
bata kay lain ang pa answeron sa module, ilahang ate,
kuya, mama ug papa.”
(“The advantage of modular learning is that the teacher
can rest in teaching their students, while the
disadvantage of modular learning is, the learner
becomes dumb because their family members are the
ones answering the module.”)
Participant E said,“Ang advantage kay, makit-an ang
abilidad sa imong anak. Ang disadvantage kay, dili na
maminaw sa maestra karon, kay naanad nga siya ra
ang tutukan para siya makakat-on.”
(“The advantage is we can see our children’s abilities.
The disadvantage is the children will not listen to their
teachers anymore because they are already used to be
taught alone by their parents.”)For Participant E, the
advantage is the parents are able to see the real
abilities of their child, but there might be a tendency
that the child will no longer listen to the teachers
because he/she is now used to being taught alone.
Participant F brings out,“Ang advantage kay, maka
daginot ang ginikanan sa transportasyon sa pang
adlaw-adlaw nga pagtungha sa bata. Ang disadvantage
kay, limitado lamang ang ilang makat-onan.”
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(“The advantage is the parents can save money
because there is no need for their chilren’s
transportation allowance every day, while the
disadvantage is they only have limited knowledge.”)
For the last participant, the parents were able to save
some money for transportation, but it also caused their
children to have limited learnings.
The theme Advantages and Disadvantages unraveled
the parents’ thoughts on both the good and bad sides of
modular distance learning. This just goes to show that
despite the challenges and difficulties that both parents
and children experienced, they were able to balance
and appreciate the two sides of the setting this distance
learning has brought.
Conclusion
Modular distance learning has become a viable
alternative to traditional schools. In such cases, parents
experienced different challenges. This new way of
learning was unfamiliar to parents and greatly
disrupted their daily lives. In the modular distance
learning, most studies have analyzed how teachers and
students are coping with the new normal. This study
contributes to the literature by focusing on the lived
experiences of the parents in tutoring their children
with the aid of modular distance learning materials,
while meeting the needs of their families during the
pandemic. Other parents found that modular distance
learning was generally well implemented, with the
exception of learning activities that they claimed were
too many to complete in the given time period.
Similarly, some parents claimed that they were unable
to guide and teach their children in answering the
learning tasks because they themselves could not
understand the topic or lesson, lack of time due to their
jobs or livelihood, and lack of the children’s interest
and focus of the lesson. It is recommended to hear
them out, that use of modalities should be based on the
student's reality. Their suitability and environment
should be considered. Additionally, the use of different
teaching strategies should be implemented and
enhanced to meet the learners’ needs. Students should
be geared towards independent learning. They must
educate themselves on how to properly use the printed
modules and to learn effectively. Parents should refer
to the module's lessons so that they can guide their
children in carrying out the learning activities. Parent
Orientation should be scheduled over two days to
cover all classes for the entire quarter. Teachers should
hold orientations at the same time, depending on the
child’s grade level.
Beriawel et al.
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