THROUGH THE KALEIDOSCOPIC FEATURES OF LIFELONG LEARNING: A MULTI-FACETED EXPLORATION OF FUNCTIONAL ILLITERATE PARENTS’ EXPERIENCES IN MODULAR DISTANCE LEARNING

Hernan L. Biñas Jr., Louie Mark G. Garvida

Abstract


This multiple case study described functional illiterate parents’ lived experiences in Modular Distance Learning through their struggles, coping mechanisms, and realizations as supervisors of their children’s learning. The data from each of the functional illiterate parents was checked to discover similarities and differences between cases for a more in-depth understanding of the phenomenon. Specifically, this study examined five functional illiterate parents who were purposively chosen in one of the rural areas in General Santos City, Philippines. The findings showed that the key informants struggled with their incapability to supervise learning, emotional stress, difficulty in handling young learners, difficult modules, irresponsible children, and prioritizing other responsibilities. In order to deal with these struggles, their coping mechanisms were calls for assistance, positive thinking, avoiding overthinking, problem avoidance, trusting children’s ability, and parent as a student. Their realizations were modular distance learning is difficult, education is pivotal, parents’ involvement is important, children learn better face-to-face, and children become responsible. The results of the cross-case study revealed that while some emerging themes were carried out by all functionally illiterate parents, others were carried out by specific functionally illiterate parents. Nevertheless, it was found out that all functionally illiterate parents have struggled, learned to cope with the struggles, and gained realizations as surrogate teachers in modular distance learning.

 

Article visualizations:

Hit counter


Keywords


education and pedagogy, functional illiterate parent, modular distance learning, struggles, coping mechanisms, realizations, Philippines

Full Text:

PDF

References


Ambayon, E. (2020). Modular-based approach and student’s achievement in literature.

International Journal of Education and Literary Studies, 8(3).

https://doi.org/10.7575/aiac.ijels.v.8n.3p.32

Agaton, C. B., & Cueto, L. J. (2021). Learning at Home: Parents' lived experiences on distance learning during COVID-19 pandemic in the Philippines. International Journal of Evaluation and Research in Education, 10(3), 901-911.

Anzaldo, G. D. (2021). Modular distance learning in the new normal education amidst Covid-19. International Journal of Scientific Advances, 2(3), 233-266.

Añoda, M. (2022). Experiences of teachers, parents and students in learning delivery modalities: A Qualitative Inquiry. International Journal of Advanced Research and Publications.

Akinyode, B. F., & Khan, T. H. (2018). Step by step approach for qualitative data

analysis. International Journal of Built Environment and Sustainability, 5(3).

Albor, B., Gatchalian-Fortes, A., & Delumen-Albor, M. (2021). Distance learning landscape in Bulan Districts. United International Journal for Research & Technology, 2(7).

Azubuike, B. & Aina, B. 2020. How parents are supporting their children’s learning during the covid-19 pandemic in Nigeria. UKFIET. The Education and Development Forum. England

Bacatan, J., Suico, H. V., Olila, R., & Macatuay, A. (2022). Parents’ level of engagement in the modular distance learning of elementary school students. Iconic Research and

Engineering Journals 6 (6):79-87.

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

Batubara, B. M. (2021). The problems of the world of education in the middle of the covid-19 pandemic. Budapest International Research and Critics Institute (BIRCI-Journal):

Humanities and Social Sciences, 4(1), 450-457.

Bauyon, M. C. O., Lapie, L. P., Tan, C. S., Buenvenida, L. P., & Bandoy, M. M. (2022). Parental challenges and the performance of the primary pupils under modular distance learning delivery: an input to proposed parental orientation guide. International Journal of Theory and Application in Elementary and Secondary School Education, 4(2), 105-124.

Bendijo, A. (2020). New Normal: How parents embrace the challenges in education. DepED,

Division of Malaybalay City. https://www.depedmalaybalay.net/articles/new-normal-how-parents-embrace-the-challenges-in-education.html.

Bhamani, S., Makhdoom, A., Bharuchi, V., Ali, N., Kaleem S., Ahmed, D., (2020). Home

learning in times of COVID: Experiences of parents. The Aga Khan University, Pakistan. DOI: http://dx.doi.org/10.22555/joeed.v7i1.3260.

Buonsenso, D., Roland, D., De Rose, C., Vásquez-Hoyos, P., Ramly, B., Chakakala-Chaziya, J. N., & González-Dambrauskas, S. (2021). Schools closures during the COVID-19 pandemic: a catastrophic global situation. The Pediatric Infectious Disease Journal, 40(4), e146-e150.

Cahapay, M. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum

studies perspective. Aquademia, 4(2), ep20018. https://doi.org/10.29333/aquademia/8315.

Casero-Ripollés, A. (2020). Impact of Covid-19 on the media system. Communicative and democratic consequences of news consumption during the outbreak”. El profesional de la información, v. 29, n. 2, e290223. https://doi.org/10.3145/epi.2020.mar.23

Castroverde, F., & Acala, M. (2021). Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic. International Journal of Research Studies in Education, 10(8),7-15.

Caturianas, D. and Užpelkienė, L., 2017. The role of education for social inequality in modern societies (with a special perspective on EU Member States). [ebook] Vilnius, Lithuania: NESET II. Available at: [Accessed 28 January 2021].

CHED. (2020). CHED COVID-19 advisory no. 3. Retrieved from https://ched.gov.ph/wp-

content/uploads/CHED-COVID-2019-Advisory-No.-3.pdf

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Damao, M. K., & Nabalawag, M. (2021). Modular classes during covid-19 pandemic: The

emerging opportunities, challenges and difficulties. 85(1), 12-12.

Dangle, Y. R. P., & Sumaoang, J. D. (2020). The implementation of modular distance learning in the Philippine secondary public schools. In 3rd International Conference on Advanced Research in Teaching and Education (Vol. 100, p. 108).

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.

Daniela, L., Rubene, Z., & Rūdolfa, A. (2021). Parents’ perspectives on remote learning in the

pandemic context. Sustainability, 13(7), 3640. https://doi.org/10.3390/su13073640

Dargo, J., & Dimas, M. (2021). Modular Distance Learning: Its effect in the academic performance of learners in the new normal. JETL (Journal of Education, Teaching and Learning). doi: http://dx.doi.org/10.26737/jetl.v6i2.2672

Davis-Kean, P. E., Tang, S., & Waters, N. E. (2019). Parent education attainment and parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Biology and ecology parenting (pp. 400–420). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780429401459-12.

DepEd, (2020). Learning opportunities shall be available. The Basic Education Learning

Continuity Plan in the Time of Covid-19.

DepEd, (2020). Parents' handbook for the new normal in basic education. Bureau of Learning Delivery Teaching and Learning Division.

DepEd. (2020). Official Statement Department of Education. Retrieved from

https://www.deped.gov.ph/2020/05/06/official-statement-2

DepEd Order No. 018, Series of 2020. Policy Guidelines for the Provision of Learning Resources

in the Implementation of the Basic Education Continuity Plan.

De Ramos, J., (2022). Home learning in times of covid: Parents' experiences, difficulties and coping strategies. International Journal of Arts, Sciences and Education, 3(4), 189-196.

De Villa, J. A., & Manalo, F. K. B. (2020). Secondary teachers' preparation, challenges, and coping mechanism in the pre-implementation of distance learning in the new normal. IOER International Multidisciplinary Research Journal, 2(3), 144-154.

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. https://doi.org/10.1016/j.childyouth.2020.105440

Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118.

Erdener, M. A., & Knoeppel, R. C. (2018). Parents’ perceptions of their involvement in

schooling. International Journal of Research in Education and Science, 4(1), 1-13.

Evans, C., & Lewis, J. (2018). Analysing semi-structured interviews using thematic analysis:

exploring voluntary civic participation among adults.

Espeña, E. (2022). Learners’ perception and assessment on printed or digital modules (PDM) as modular distance learning (MDL). International Journal of Engineering Applied Sciences and Technology. Congressional Integrated High School, Dasmarinas City, Cavite, Philippines.

Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45-65.

Garrote, A., Niederbacher, E., Hofmann, J., Rösti, I., & Neuenschwander, M. P.

(2021). Teacher expectations and parental stress during emergency

distance learning and their relationship to students’ perception. Frontiers in

Psychology, 3961.

Gevero, M. (2021). Engagement of parents on modular teaching approach. Global Scientific

Journals. University of Rizal System Antipolo Campus Antipolo, Rizal, Philippines.

Guan, A. G., & Benavides, N. (2021). Parent-Teacher-Learner Collaboration in Facilitating

Modular Instruction. United International Journal for Research & Technology. Volume 02, ISSN: 2582-6832. Retrieved from https://uijrt.com/articles/v2/i7/UIJRTV2I70012.pdf

Gumapac, J. R., Aytona, E. M., & Alba, M. G. R. (2021). Parents involvement in accomplishing students learning tasks in the new normal. International Journal of Research in Engineering, Science and Management, 4(7), 367 380. Retrieved from

https://www.journals.resaim.com/ijresm/article/view/1117

Guiamalon, T. (2021). Teachers issues and concerns on the use of modular learning

modality. IJASOS-International E-Journal of Advances in Social Sciences, 7(20), 457-469.

Hancock, D. R., Algozzine, B., & Lim, J. H. (2021). Doing case study research: A practical guide for beginning researchers.

Hernando-Malipot, M. (2020). “DepEd: Most students prefer ‘modular’ learning over online.”

Manila Bulletin, July 3, 2020. https://mb.com.ph/2020/07/03/deped-most-students- prefer-modular-learning-over-online/

Hill, H., & Loeb, S. (2020). Parents as emergency teachers? The research offers cautions and opportunities for schools. Education Week.

Hunziker, S., Blankenagel, M., Hunziker, S., & Blankenagel, M. (2021). Multiple case research design. Research Design in Business and Management: A Practical Guide for Students and Researchers, 171-186.

Idulog, M. V. (2022). Pandemic era: The role of parents at home in the occurrence of modular distance learning. International Journal of Arts, Sciences and Education, 3(July Special Issue), 99-115.

Kintanar, F. C., Elladora, S. T., & Cuizon, F. R. (2021). Plight of the parents of the Filipino learners in the implementation of the modular distance learning. International Journal of Educational Science and Research, 11(2), 35-48.

Lase, D., Zega, T. G. C., & Daeli, D. O. (2021). Parents' perceptions of distance learning during Covid-19 pandemic in rural Indonesia. Journal of Education and Learning

(EduLearn).

Lee, J., 2020. Mental health effects of school closures during COVID-19.

Lancet. Child Adolescent. Health, S2352-4642(20)30109-7. https://doi.org/10.1016/S2352-4642(20)30109-7. PubMed.

Lee, J. (2020). Mental health effects of school closures during COVID-19. The

Lancet Child & Adolescent Health, 4(6), 421.

Li, Z. & Qiu, Z. (2018). How does family background affect children’s educational achievement?

Evidence from Contemporary China. https://doi.org/10.1186/s40711-018-0083-8

Llames, J. E. M. G. (2021). Solo parents’ involvement in the literacy instruction of

their children in modular distance learning: Challenges and

opportunities. Journal of World Englishes and Educational Practices, 3(9), 10-18.

Malabarbas, G. T., Saragena, N. D., Francisco, R. N. M., Montales, G. P., Nabor,

J. K. P., & Ballescas, K. J. M. (2022). Parents’ involvement in modular

distance learning and the academic performance of grade 6 learners in a

public school. International Journal of Applied Research in Social Sciences, 4(4), 121-130.

Maniquiz, I., de Guzman, M., & Ravana, L. (2021). Parents’ difficulties and coping

mechanism towards successful learning in public secondary schools

during remote learning. https://doi.org/10.22362/ijcert/2021/v8/i06/v8i0601

Manlangit, P., Paglumotan A., & Sapera S. (2020). Nanay, handa na ba kayong maging

tagapagdaloy? Supercharging Filipino Parents is Keyfor Successful Modular Distance Learning. https://www.flipscience.ph/news/features-news/tagapagdaloy-modular-distance-learning.

Margolis, A. (2020). Zone of proximal development, scaffolding and teaching

practice. Cultural-Historical Psychology, 16(3).

Mazzella Ebstein, A. M., Sanzero Eller, L., Tan, K. S., Cherniss, C., Ruggiero, J.

S., & Cimiotti, J. P. (2018). The relationships between coping, occupational

stress, and emotional intelligence in newly hired oncology nurses. Psycho-

Oncology, 28(2), 278–283. https://doi.org/10.1002/pon.4937

McMullin, C. (2021). Transcription and qualitative methods: Implications for third sector

research. VOLUNTAS: International Journal of Voluntary and

Nonprofit Organizations, 1-14.

Merriam, S. B., & Tisdell, E. J. (2016). Designing your study and selecting a sample. Qualitative research: A guide to design and implementation, 67(1), 73-104.

Ngwacho, A. G. (2020). COVID-19 pandemic impact on Kenyan education sector: Learner

challenges and mitigations. Journal of Research Innovation and

Implications in Education, 4(2), 128-139.

Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite

interviews. Qualitative research, 20(2), 160-173.

Olivo, M. G. (2021). Parents’ perception on printed modular distance learning in Canarem

Elementary School: Basis for proposed action plan. International Journal of

Multidisciplinary: Applied Business and Education Research, 2(4), 296-309.

https://doi.org/10.11594/ijmaber.02.04.03

Oppus, K. & Abadiano, M., (2021). Kaleidoscopic features of home tutorial in modular distance learning: A confession of functional illiterate parents. Psychology and Education Journal, 58(2), 10389-10400.

Paco, D. S., Yazon, A. D., Manaig, K. A., Sapin, S. B., & Bandoy, M. M. (2021). Paint a portrait: Lived experience of parents in the implementation of modular distance

learning. International Journal on Research in STEM Education, 3(2), 37-50.

Parczewska, T. (2021). Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the COVID-19 pandemic in Poland. Education 3-13, 49(7), 889-900.

Pascual, E. A. (2021). Parent-teacher-learner collaboration in modular distance learning. International Journal of Research Publications, 83(1), 189-202.

Paul, J. & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1, 7.

Piaget, J. (1981). Intelligence and affectivity: Their relationship during child

development. (Trans & Ed TA Brown & CE Kaegi). Annual Reviews.

Qamar, K. (2017). Socio-Economic and cultural factors responsible for illiteracy in rural areas of district Mandi Bahauddin Punjab, Pakistan. Language in India 17(3), 138-148.

Rose, N. N., & Ishak, A. S. (2019). Emotional coping through solution focused counselling

therapy: Case study of psychological distressed women. Asian Social Work Journal, 4(3), 23-34.

Salamuddin, A. A. (2021). Comparative analysis of students’ perceptions in modular distance learning approach versus face-to-Face learning approach of Mindanao State University–Sulu. Open Access Indonesia Journal of Social Sciences, 4(4), 336-349.

Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ stress and children’s

psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01713

Susilowati, E., & Azzasyofia, M. (2020). The parents stress level in facing children study from home in the early of covid-19 pandemic in Indonesia. International journal of science and society, 2(3), 1-12.

Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: a review. Open Journal of Social Sciences, 8(10), 159-170.

Tamboto, H., Tambingon, H. N., Lengkong, J. S., & Rotty, V. N. J. (2021). The

involvement of students’ parents in organizing the learning from home at

elementary schools in Tomohon City. Asia Pacific Journal of Management

and Education (APJME), 4(1), 35-51.

Tan, S. S., Esperas, M. M. D., Dacuital, J. Q., Cuevas, E. R. N., Regahal, G. T., Carisma, C. I., & Bernardo, M. N. (2022). Exploring the experiences in modular learning from the lens of parents with Elementary Grade Children. International Journal of Innovative Science and Research Technology, 7(6), 1010-1020.

Tarkar, P. (2020). Impact of COVID-19 pandemic on education system. International Journal of Advanced Science and Technology, 29(9),3812-3814.

Thomas, G. (2021). How to do your case study. Sage. Thousand Oaks, United Nations, 2020. Policy brief: Education during COVID-19 and beyond.

https://www.un.org/development/desa/dspd/wpcontent/uploads/sites/22/2020/08sg_policy_brief_covid-19_and_education_august_2020.pdf

Tocalo, A. W. I. (2022). Listening to Filipino parents’ voices during distance

learning of their children amidst COVID-19. Education 3-13, 1-12.

Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4.

United Nations. (2020). Education during COVID-19 and Beyond. Policy Brief.

https://www.un.org/development/desa/dspd/wp

content/uploads/sites/22/2020/08/sg_policy_brief_covid-

_and_education_august_2020.pdf

U.S. Bureau of Labor Statistics. (2020, July 8). Employment characteristics of families:

Summary. https://www.bls.gov/news.release/famee.nr0.htm

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological

processes. Harvard University Press.

Weaver, J. L., & Swank, J. M. (2021). Parents’ lived experiences with the COVID-19

Pandemic. The Family Journal, 29(2), 136142. https://doi.org/10.1177/1066480720969194

Wilde, S., Sonley, A., Crane, C., Ford, T., Raja, A., Robson, J., & Kuyken, W. (2019).

Mindfulness training in UK secondary schools: a multiple case study approach to

identification of cornerstones of implementation. Mindfulness, 10(2), 376-389.

Xiaolin G., Bo, L., Huan Z., Chunhui L., Juan L., Kexin J., & Liang, L. (2018). Gender differences in how family income and parental education relate to reading achievement in China: The mediating role of parental expectation and parental involvement. Frontiers in Psychology. https://www.frontiersin.org/article/10.3389/fpsyg.2018.00783.

Yin, R. K. (2018). Case study research: Design and methods (6th Ed.). Thousand Oaks, CA: SAGE.




DOI: http://dx.doi.org/10.46827/ejes.v10i6.4836

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Hernan L. Biñas Jr., Louie Mark G. Garvida

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).