TERM PAPER

Challenges of Parents as Teachers in Modular Learning Approach

INTRODUCTION
The Covid-19 epidemic has caused changes in contact and activity patterns in almost every
aspect of human life, including education. This pandemic has wreaked havoc on students’ lives
in a variety of ways, posing a unique challenge for students. They will be unable to complete
their schoolwork and exams on time, and they will be separated from their peers. Whether they
agree or disagree, every school must change their learning management systems and transition
from traditional classes to online and offline distance learning. Distance learning is the modality
that’s being used to keep education going while also preventing the spread of the Covid-19
pandemic. However, it is full of challenges. Aside from the positive effects of rapid technology
integration, information, and communication in learning activities, there are some obstacles to
overcome. Teachers and students, for example, are not used in using the fully developed and full
online learning system that necessitating additional support and mentoring to assist them in
adapting to the new learning modality. Parents are now responsible for ensuring that their
children receive a high-quality education while remaining safe. Despite the fact that the
education took a large hit and as a result, classrooms are forced to close their doors to eager
students, and a lot of parents are stepping up to support their children as they adjust to the new
school year structure. The higher-educated parents earn more money, are less likely to be
impoverished, and have a better quality of life. The educational level of parents can also help
them feel more competent and confident in guiding their children's education. It can take many
different forms, such as being more proactive in reviewing their child's performance at PTA
meetings, supporting their child's educational requirements, and other parental-educational
obligations. Modular learning is one of the most recent educational developments around the
nation. This modular strategy innovation includes a succession of tasks, each of which begins
with instructional guidelines which is addressed to the learners, followed by explanations,
exercises, and generalizations. Modular learning is implemented mostly in public schools that
can’t achieve “Blended Learning.” It’s a learning material for the students for them to read and
do their activities without getting left behind. However, the learners don’t have common reading
comprehension skills and unable to finish their tasks on their own. Students are being pressured
and having difficulties to teach themselves using their own resources. The student can go at his
or her own speed and recycle if necessary. It is a method of self-teaching in which students offer
instructional materials in order to demonstrate their abilities and comprehension. The principles
and purpose of modular instruction, its advantages for both students and instructors, and a
comparison between the conventional and modular approach are presented. The present evidence
suggests that modular instruction meets the needs of today’s students more learning and help
them cope up with the lessons being thought. The modular learning strategy is on a downward
slope, and it's not the fault of the teachers or the students. It would be difficult to provide each
student an equal and complete attention with far too many students, especially in public schools.
Meanwhile, parents are taking the place of being the teacher at home assisting their kids with
their homework and exercises. On the other hand, many parents are illiterate and not even
finished their studies at primary school so, they too are struggling in understanding their
children’s modules. Parents don’t want to get disappointed about their kids’ grades and
performances; thus, they give their utmost to guide and support them. Their way of teaching is
still far way different from how they first taught their children how to write and read ABC’s. The
parents are also struggling to cope up in the lesson being taught, and are unable to do so due to
their lack of knowledge. We all know that not everyone has the privilege and access to a laptop
or a phone, let alone a reliable, stable internet connection or data. Modular learning was the
band-aid solution to these financial concerns. In the Philippines, the Department of Education
(DepEd) developed and implemented policies, plans, and programs to ensure that Filipino
students will continue to receive an education during the pandemic in 2020. They pioneer and
modular approaches to teaching that are tailored to the capacity and capabilities of students in
basic education. The program is successful because it encourages students to continue their
studies in the face of adversity. However, there are obstacles that keep burdening the parents.
Like having a hard time coping up in distance learning education that the researchers have heard
about and that need to be researched and addressed if this learning program is going to be
sustained. As a result, the focus of this research was on the challenges and worries that parents
have regarding their children's distant education in these trying times. With the current setup
DepEd has for its teachers and students, the possibility of anyone genuinely learning anything is
low. The quality of education, however hard it is to admit, may have dropped. But because we're
still in the middle of a pandemic, it's not their fault.
Parents would be required to participate actively in the learning process in a distant learning 
method.They'd be the ones to help and lead their kids through the modular lessons that would be 
provided to students while they were undertaking remote learning. Parents are the first
instructors in their children's lives, and they have a significant role in developing their
personalities. A student's real learning is shaped by a balanced education at home and school. In
modular learning, the parent's major job is to develop a relationship with their kids and to lead
them. Parents now have the critical responsibility of ensuring that their children obtain a high-
quality education while maintaining their safety. Parents and instructors have the same goal: to
ensure that kids have the greatest possible educational experience. The community, as well as the
school and the teacher, are responsible for the education of a kid. If the goal is for the kid to
learn, then parents and instructors must collaborate to fulfill their various responsibilities. The
job of the parents, on the other hand, will be difficult to fulfill. As a result, it is critical that
teachers accompany parents at all times.
Parental challenges have become notable in the context of educational delivery. Schools and
teachers have no sufficient guidance to improve the parental engagement experience through
effective technology use (Goodall, 2016). Parents started to adapt to their usual home obligations
and responsibilities by giving special attention to their child's learning. It is a teacher, coach, and
provider of resources as supplemental to the overall performance (Reyes, et. al, 2021). Moreover,
parents value further education and understand the necessity to adjust to the changing schooling
standard. It is to assist children understand the subject's concepts, monitor their children's offline
and online activities at home, educate them the concept, and develop communication with them
(Miguel, et. al, 2021). The Philippine Information Agency in 2020, stated that the parents’
guidance and support will act as an inspiration for the children to study. Meanwhile, the studies
revealed that the missing link in educational fairness in this educational setup, such as modular
remote learning, is parental participation. Even the best-established schools and teachers are
unable to educate their own child on their own. Parents and family must provide dynamic
support (Colombo, 2006). In the New Normal of Teaching Theory, Resilient Mechanisms of
Parents Alicamen’s Theory basically asserts that the parents’ robust mechanisms for success in
their role as study buddy in this new normal of teaching are recognition, adaption, and
persistence. In order to ensure learning continuity in the face of the pandemic’s current
challenges and other adversities, parents and/or guardians must recognize their role (awareness
and acceptance), adapt certain initiatives (adaption), and persist in implementing the initiatives
and measures at home or actions (Alicamen, et. al, 2020).

“A Comparative Analysis on the Challenges of Online Learning Modality and Modular Learning
Modality: A Basis for Training Program,” the Department of Education is using online learning
and modular learning to continue the learning process throughout the COVID -19 pandemic.
According to interviews, internet connectivity is a concern in every industry. Teachers at public
schools, in particular, face difficulties due to students' limited resources and indifferent parents.
Lack of training on various online platforms for online teaching and learning process and
assessment of learning is a difficulty for private school teachers in this new normal. The
obstacles that public and private school teachers face while offering distance learning are
roughly the same, according to them. Furthermore, the sort of school in which a teacher works
has little influence on the difficulties that he or she may face (Abante, et. al, 2021). “Challenges
Encountered by Parents in the Education of their Children during COVID-19 Pandemic,”
according to the survey they conducted, the majority of parents favor online distance learning for
their children's education. In terms of remote learning facilities, 96 percent of respondents have
access to the internet, and 89 percent use Wi-Fi to access the internet at home. Personal
computers were the most commonly utilized device in their children's academics. The parents'
biggest challenges were a lack of or limited access to the internet, as well as a bad internet
connection in the area. In terms of the printed modules' quality, certain elements are illegible,
and some figure colors are inappropriate (Constantino, et. al, 2020). “TEACHERS ISSUES
AND CONCERNS ON THE USE OF MODULAR LEARNING MODALITY,” to consider the
learners in rural areas where the internet is inaccessible for online learning, the Modular
Learning modality is currently used by all public schools in the Philippines. Modular earning is a
type of remote learning that employs Self-Learning Modules (SLM) and is extremely handy for
the majority of Filipino students. It was also the majority of parents/guardians' preferred learning
system for their children. The SLM is based on the Department of Education's most essential
learning competencies (MELCS). The purpose of the study was to find out what challenges and
concerns teachers have about using Modular Distance Learning Modality. It was discovered that
instructors are well-oriented and prepared to perform their jobs and functions on modular remote
learning education in times of pandemic at the ten various public elementary schools within the
district of Buluan, Division of Maguindanao I. They also have the essential training and skill
development to do their duties effectively and efficiently. Parents and guardians are able to
support their children in the new learning method. Parents’ abilities, problems, and needs in
distant learning environments must be thoroughly examined as clear stakeholders in their
children’s academic progress. In the light of the broad and quick move to remote learning in
response to the Covid-19 epidemic, it is important to look into parents’ experiences and demands
in this setting. However, some have a limited capabilities to facilitate and explain the modules
supplied to their children. According to the findings, primary schools have been provided with
adequate funding and resources, which are being properly allocated. These schools were in
Buluan, which is strategically placed in the southern tip of Maguindanao Province in Muslim
Mindanao's Bangsamoro Autonomous Region (BARMM) (Guiamalon, Alon and Camsa, 2021).
“COVID-19 pandemic brought considerable changes in education system, particularly the non-
face to face implementation of classes,” as a result, the goal of this case study is to analyze how
pupils perceive changes in both parents' and teachers' engagement and behaviors. Parents value
further education and understand the necessity to adjust to the changing schooling standard. To
assist the children, understand science concepts, parents monitor their children's offline and
online activities at home, educate them the concept, and develop communication with them. The
most significant component for parents in carrying out their tasks was good communication with
school via teachers for updates. Teachers are easy to work with and can easily fix concerns
involving a child's academic issues. However, they are challenged by the availability of teachers,
their attitudes, time limits, and internet connections. Teachers engage stakeholders, initiate, and
reciprocate connection established by parents via messaging and portals on social media
platforms, but they are challenged with parents and kids who rarely use the internet. Teachers'
mechanisms for strengthening science concepts include the use of diverse learning resources and
assessment presented in various modalities, which is how parents appraise teachers' pedagogic
abilities. Students value the acts of both parents and teachers and recognize the importance of a
successful parenting program (Miguel, Prudente and Aguja, 2021). "Learning at home: Parents’
lived experiences on distance learning during COVID-19 pandemic in the Philippines", that for a
higher learning outcome, remote learning requires parents to study alongside their children.
While some students are self-directed learners, others find it difficult to absorb the lesson's core
principles without the assistance of an instructor. As a result, the importance of teachers in the
teaching-learning process is recognized by participants. Parents, on the other hand, have faced a
variety of difficulties, including: the new mode of learning in a virtual setting; delivery of
instruction; unsatisfactory learning outcomes; financial difficulties while working for the family
during lockdown; struggle with the use and availability of technology; and personal health,
stress, and learning style issues. The outcomes also suggest that both the students and their
parents would have to adjust to the new instructional setup. Based on the discussion of the
research, children agreed that distant learning is the most appropriate teaching method during
pandemic. Meanwhile, parents notice the learners' difficulties with fast-paced classes, too many
activities in a short period of time, and unsatisfactory learning outcomes. In addition, participants
and their children face personal challenges such as stress, health issues, and social interaction
with others. On an article written from the Division of Malaybalay City, parents are willing to
adjust to the new normal and their concerns are valid. However, parents need not to worry
because teachers will continue to facilitate students' learning by acting as learning consultants.
They will also assist parents and students in completing online and offline modules and
worksheets (Agaton, et. al, (2021). In their manuscript "Home Learning in Times of COVID:
Experiences of Parents,” parents have quickly adapted to meet the learning gap that has formed
in their children's learning during these difficult periods. It was analyzed that the entire nation, as
well as academicians from all around the world, have stepped forward to promote studying at
home by providing a wide range of free internet resources to assist parents in facilitating home-
learning. On the contrary, the lack of parental and family involvement in supporting children's
distant learning activities at home is primarily due to parents' limited time and capacity to follow
their children when they learn. Economic and social variables are frequently cited as major
roadblocks and challenges to educational implementation. Parents are too busy working in a
variety of professions and sorts of jobs to make enough money to satisfy their family's needs, and
they do not have enough time to accompany their children to school. Parental education, on the
other hand, has an impact on the frequency with which children participate in academic
activities. During pandemics, children from well-educated households are more likely to engage
in structured academic activities such as worksheets, online school tools, and other educational
materials (Bhamani, et. al, (2020). “COVID-19 presented considerable issues to families,
students, and instructors, including school stress, difficulties managing time and personal
resources, and a lack of technical, logistical, and financial resources,” parents' increased presence
and involvement in their children's school lives could also be seen as opportunities. During the
pandemic, new types of parental participation evolved that can be used as effective techniques of
involvement long after the pandemic is over, particularly home-based parental involvement and
home-schooling communication (Riberio, et. al, (2021).

This study focuses and aims to identify the challenges of parents as the teachers in the modular
approach during this trying times. It is not only the children are struggling with the Modular
Distance Learning as the education continues in new normal; but the parents as well. This
research will also look into the drawbacks, such as the increased self-discipline and self-
motivation required of students, the increased preparation time and lack of relevant benefits for
the parents, and the increased administrative resources required to track students and operate
multiple modules. This study aims discover the obstacles that many parents facing in these days.
This research also attempts to determine the approaches, interventions, or solutions used by
educational institutions and the government in assisting students, parents, and teachers who are
struggling with this new learning mode.

BODY
Challenges
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. Even though
different terminologies have been used in the field, for the purposes of remote education and
remote learning are synonymous with modular learning, virtual session and. These are the things
that puts the parent-teachers in a tough situation. Wherein, they have to do all different things at
the same time.
Marline is trying to cope up and understand the lesson of her children in order to teach them
what they need to learn. She said:
“...yung pagtuturo sa aking anak sa kanyang module. Pilit kong iniintindi kahit ako rin ay
nahihirapan upang sa ganun man lang ay maturuan ko siya…”
Crisel is also facing the same problem as Marline. She’s also struggling in the lesson given to
other children. She shared:
“...the challenges I’ve faced is that when we do household chores and teach them to their
modules and there are times also that the indicated activities are so hard to understand…”
Anamae was worrying about the information indicated in the module was insufficient and unable
continue the tasks inside their house. She stated:
“...kulang ang informations na nasa modules ng bata at hindi na rin nasusunod ang play time
dahil kailangan niya rin naman ito…nahati ang schedule at minsan hindi pa natatapos ang
gawaing bahay tapos kailangan tutukan ang bata…”
Adilyn was experiencing a shortage in time and internet issues making it difficult for them to
help their students in learning. She said:
“...kulang sa oras at minsan hindi pa clear ang instructions kaya nahihirapan akong intindihin.
Isa pa ay ang pagkakaroon ng mahinang internet connection kapag may video na dapat
panoorin at kapag kailangan mag search ng bata…”
Ronnie was also struggling in lack of instruction of the teacher and the words used in the
module. He said:
“…kakulangan sa instruction ng teacher nila at malalim yung ibang mga salita sa mga modyul
nila kaya, nahihirapan akong ituro sa anak ko yung lesson niya.…”
Marites struggled a lot, because she doesn’t know much about the modules of her children.
She said:
“…para sa akin mahirap mag turo sa mga bata dahil wala naman akong masyadong alam sa
mga modyuls nila…”
Marie is also having difficulties with the instructions and unclear explanation of her kids’
modules. She also has troubles with her time schedule in her work and assisting her kids.
She stated: “…may duty din ako sa work ko at home. Minsan panay na ang excuse ko dahil mas
kailangan ako ng mga anak ko. As a parent-teacher, nahihiraapan din ako sa mga modules nila.
Kulang siya sa explanations sa topic tapos may activity agad na pinapagawa. Hindi pa clear
ang instructions minsan kaya pati ako naguguluhan…”

Strategic Action
To comply with the system of integrated support for their students’, the schools must form
partnerships with parents and develop shared responsibility for their children's educational
achievement. As a result, parental involvement increases, parents' efforts to support schools are
encouraged, and they have a direct impact on a successful educational system. We shall examine
the positive benefits of parental involvement in school activities in this study, given the
importance of parental participation and involvement in school activities.
The strategy of Marline was to balance her time wisely and strive harder. She said:
“...magpunyagi at ibalance ang aking oras…”
Crisel’s strategy was also to balance her time and put more effort for her children. She said:
“...balance the time and put effort for my child to understand their modules clearly.”
Anamae’s strategy is managing her time wisely and doing what’s best for all of them. She
shared:
“...time management lang talaga at tapusin ang dapat tapusin sa tamang oras. O di kaya magset
ng panibagong schedule para medyo makaluwag-luwag ako pati na rin ang bata…”
Adilyn’s strategy is to follow the given schedule and work efficiently. In regards to internet
connectivity, she is doing what’s best for her children even though the internet is weak. She
shared:
“…sundin ang schedule, kung hindi naman ay gumawa ng paraan para maayos ito. Regarding
naman sa internet connection, hahanap nalang ng tamang tiyempo o oras kung kaylan malakas
ang net tapos idadownload nalang ang video para mapanood ng bata later on…”
Ronnie’s strategy was to inquire to the teachers in order to do better when teaching his children.
She said:
“…Tinatanong ko yung teacher nya pag may hindi ako alam sa modyul niya.…”
Marites’s was putting a lot of effort in order to help her children. She said:
“…ginagawa ko ang lahat para lang maturuan siya ng maayos…”
Marie planned a schedule for her to handle the challenges she is facing. She allows her kids to
play while she is still working, then she sets an alarm for them to start doing their modules after
her duty time. She shared that:
“…nag-isip talaga ako ng paraan kasi hindi ko na kaya minsan. Pati sa mga modules ng anak
ko e stressed ako. Ang ginawa ko, hindi na muna nila gagalawin ang modules nila hanggat hindi
pa ako tapos sa duty ko. Maglaro-laro muna sila jan and so, basta ako focused lang sa work ko
muna. After ng work ko, mag seset ako ng alarm para maremind sila na it’s time fot their
modules na. No hassle naman nang ginawa ko iyon…”

Insights of the Parents

That definition of parenting is now a distant memory because they have failed to heed their own
advice, as they attempt to parent in the era of COVID-19. They have exhibited little patience
with themselves as they struggle to explain the challenges they encountered in modular learning.
They’ve had to bargain with themselves to find motivation, determination and patience they
needed to be model for their children. That’s what it meant to keep going when things got
tough, including improvising a new lesson plan when technology mysteriously fails. 
According to Marline, problems are not evadable. But they can guide their children properly,
because it’s their responsibility as a parent. She said:
“...hindi evadable dahil responsibilidad naman naming mga magulang i assist ang aming mga
anak sa kanilang module o aktibidad…”
As stated by the Crisel, it is also not evadable but as a parent it is also their responsibility to help
their children. She shared:
“...it is not evadable because as a parent, one of your responsibilities for your child to have been
taught in school and assist them to their assignments...”
According to Anamae, problems are evadable, because there are many teachers who will help
and teach them. She said:
“…yes, kasi kapag face-to-face, may teacher na magtuturo sa kanila. Unlike ngayong modular
na kailangan sa bawat topic ididiscuss namin mga ‘yon. Pero kahit naman face-to-face,
tutulungan pa rin naman yung bata kapag may assignments sila…”
As stated by Adilyn problems are evadable, because their children will be taught properly. She
shared:
“…yes, because the students will be well-educated in their lessons at makakapag focus pa sila
lalo sa studies nila…”
According to Ronnie, problems are not evadable because problems will always be there in our
life. He said:
“…Hindi naman ito maiiwasan along, lagi naman kasing may problema sa lahat ng aspeto ng
buhay kaya normal lang magkaproblema…”
According to Marites, these problems are evadable. As she stated:
“…oo dahil may mga guro na gagabay sa kanila na mas nakakaalam sa mga modules…”
According to Marie, it will not be evadable if the modality is not modular because it still would
be the same as blended learning. She said:
“…hindi yan evadable. Baka madagdagan pa nga kung blended learning lalo na sa gadgets and
technologies na kakailanganin ng bata…”
She thought that modular is more easier than blended learning. Marie added:
“…mas mabuti nga itong modular. Kasi kung kaya ko naman ituro, ituturo ko. Pero kumg hindi
then naghahanap ako sa YouTube ng discussion about doon sa topic…”

Observations of Parents
Face-to-face learning will always be felt different compare to the new normal. Students have to
learn all by themselves without any assistance or instructors. Learners still have their own pace
in developing cognitively. They also have different reading comprehension levels that could be a
challenge to them when practicing self-learning. Meanwhile, parents observed their kids with
their different routines while doing their tasks and activities at home.
According to the observation of Marline, the module is so hard to understand. She said:
“...minsan hindi na nila naiintindihan yung mga module at minsan nahihirapan sila…”
The observation of Crisel was, seeing her kid’s face is so saddening because she can see that her
kid is struggling. She stated:
“...when my kid is doing self-learning, I can see on his face that he’s struggling…”
Anamae observed that her children are starting to feel lazy and just plays his pen or just ignoring
it. She shared:
“...kapag hindi niya naiintindihan ang lesson, nilalaro-laro niya nalang lapis niya. Minsan
naman hindi niya na lang pinagtutuunan ng pansin kapag hindi niya na alam isasagot o kapag
hindi niya talaga naiintindihan binabasa niya.”
Adilyn’s observation was her kid is being impatient and becoming lazy as time passes. She said:
“…they find it difficult. Minsan naiinis na siya at madaling magsawa when he doesn’t know the
answer or paano niya ito tatapusin…”
According to Ronnie’s observation, his children are adjusting faster and able to cope up with the
lessons in their modules. He stated:
“…Syempre ang naobserbahan ko sa mga anak ko, nakapag adjust naman agad sila sa self-
learning. Kahit nung una ay hirap sila maka sabay dahil kakaunti lamang kanilang gamit para
makasabay sa ibang studyante. Ngayong may sapat na silang kagamitan para makasabay sa
self-learning ay madali silang natututo…”
According to Marites, she observed that her children are struggling. As she stated:
“…nahihirapan,dahil alam Kong hindi nila lubusang naiintindihan ang kanilang sinasagot…”

Lack of Guidance
The connection between students and students is important even during this pandemic where
students must communicate with their instructors for clarifications. However due to the distance
learning, students are losing their interest to ask for help to their teacher. Modules only have
limited information; some only has brief explanation then comes next the activities. insufficient
instructions can also lead the students to confusions on how should they answer and finish their
assigned exercises.
One of the respondents, Marline find this modular learning doesn’t help the kids to have a better
understanding regarding their assignments. She said:
“...ang modality na ito ay hindi nakakatulong sa mga bata upang mas maunawaan ang mga
takdang aralin…”
Meanwhile, Crisel noticed that this modality is lacking instructional materials that are capable
for the child to apprehend the indicated explanation. She shared that:
“...the modality is lack of instructional materials that are tangible for the child to know better
what are indicated in modules...”
Anamae also had common issue with her kid’s modules as Marlin. She’s struggling to
comprehend some of the topics for it’s vague to understand. She stated:
“…mga mga part din sa modules na hindi klaro ang instruction. Pati ako hindi ko maintindihan
kaya kailangan talaga ng tulong ni teacher”
According to Adilyn, kids easily lose their interest to do their tasks or finish their modules
because of its inadequacy of data. She said:
“…may mga modules na hindi sapat ang discussion of explanation para sa topic dahilan kaya
mabilis nawawalan ng interes mga bata para gawin modules nila…”
For Ronnie, the modular learning approach should have guidance from the kids’ teacher and it
the learners are also lacking in internet connectivity. He said that:
“…Para sa akin, ang kulang sa modality ngayon ay internet connectivity at dagdag na gabay
mula sa kanilang sariling guro…”
As for Marites, she noticed that everything is fine. As she stated:
“…wala naman,maayos naman lahat…”
According to Marie, she noticed that her kids can’t focus and concentrate when they are having
difficulties on understanding their modules. They are easily to be tempted to stop continuing
their modules and tasks for they don’t get what is being stated in their modules. She shared:
“…hindi na sila nakakapag focus at concentrate sa modules nila. Minsan napapakamot nalang
sila sa ulo, kunot noo gano’n. Mabilis pa silang magsawa kapag wala talaga silang
maintindihan sa sinasabi ng modules nila. Hindi nila kaya ang self-learning…”
Situations of the Kid
Kids do not have the same intelligent as their parents have. But not all parents are literate, so the
learners along the parents will find ways for them to understand the topic and ensure that the kids
will gain knowledge even through modular learning. Video links are also attached in some parts
of modules and the references as well. With the use of video presentations, virtual learning
makes learning much easier for pupils of various IQ levels. It facilitates improved
communication between students and teachers. Hence, attaching videos or tutorials for the kids
to better understand their lesson is more effective than just bunch of reading materials.

Anamae understands the topic and the explanation of the lesson. However, she is having
difficulties on how should she teach her child when he’s only thinking about play-time. She’s
aware that in her kid’s current age, it’s important to get his attention to continue doing his
activities.
“Hindi… kailangan ko pang ipaintindi sa kanya ng mabuti…”
“…No. Kids cannot learn without parents or teachers’ assist…”
Ronnie knew that his kids can catch on the provided reading materials but his children still need
his assistance. He shared:
“…pwede naman, nasa interes lang naman niya yun kung gusto niyang matuto. Pero,
kakailanganin parin niya ng gabay naming mga magulang niya…”
When it comes to Math and Science, Adilyn is having trouble on understanding the lesson. Her
child is also struggling when reading the materials provided. She stated that,
“…may mga subject na naiintindihan nila pero sobra siyang nahihirapan pagdating sa science
at math. Ako rin naman minsan ay hindi ko magets yung ibang topic. Hindi talaga sapat ang
modules lang…”
Marline disagreed that the the learning materials are not enough for the learner to more
understand the topic. She said that:
“Hindi… kailangan ko pang ipaintindi sa kanya ng mabuti…”
Crisel didn’t also agree as Marline. Kids will not be able to learn if there’s no one that will guide
or help them. She shared:
“…no. Kids cannot learn without parents or teachers’ assist…”
Meanwhile, Marites agreed that in the current age of her child, he can understand his modules.
She said:
“...oo…yung mga modules naman e applicable sa age ng mga magbabasa kaya nagegets pa rin
ng anak ko yung topic…”
She also added,
“...naiintindihan ko naman yung topic. Naniniwala akong kaya ng anak ko intindihin ang mga
modules niya siguro dahil na rin sa pag adopt niya sa new normal na ‘to…”
Marie thinks that the modular learning approach is lacking with a teacher’s guide. She even finds
it hard especially their modules have no enough examples for her children to understand more
the topic. She said that:
“…itong modular kasi basta binibigay lang tapos wala na. Bahala na mga bata at magulang
nila na tapusin at gawin ang mga ‘to. Dapat may mga sinesend na videos ang teachers kasi may
mga groupchats naman sila. Isa rin sa mga napansin ko ay kulang-kulang sa examples yung
mga ibang topic. Though may mga examples pero iba naman yun sa binibigay na activities…”

Parent-Teacher Roles
Parenting and teaching at the same time are widely known not just in our country, but also
around the world. It is a situation wherein; the parents will become a teacher to their children and
will teach them the lesson stated in the module. The role of the parents is to teach their children
in way that they will understand the content of the lesson. However, not all the parents are
capable of teaching their children like all the teachers do. Some of the parents don’t have the
capabilities to teach because of their educational attainment which makes it harder for them to
teach their children.
Ronnie doesn’t believe that being a teacher to their kids don’t affect their role as parents. His
way to balance his time of being a parent-teacher is time management. He stated:
“…Hindi naman ito maapektuhan ang pagiging magulang namin. Time management lang ang
kailangan naming gawin upang mabalanse namin ang pagiging parent-techer namin…
Crisel also has the same solution as Ronnie. She has to manage her time and know how to
prioritize things. She said:
“...know how to manage your time and know what are the things to be prioritized…”
On the other hand, Marline was striving for the kid’s future. She stated:
“…Sobrang hirap pero kinakaya para sa pangarap ng bata…”
Anamae was also facing hardships with the modular learning because of the knowledge gap
between her and the teacher. She shared that:
“…mahirap syempre. Hindi naman lahat ng topic at lesson e alam at kaya kong i-explain sa
bata. Magkaiba pa rin kung ang teacher mismo nagtuturo ng lesson na pinag-aralan niya kaysa
sa pinag-aralan ko…”
Adilyn finds it difficult to teach her kid because they don’t have the same level of
comprehension. She said:
“…hindi naman kami magkapareho ng teacher ng bata. May mga times na hindi siya nakikinig
sa’kin at pinapasagot nalang ang modules.”
Sometimes, both of them don’t totally understand the lesson in the modules. She also added:
“Minsan naman pareho kaming walang maintindihan sa kung anong nakalagay sa module ng
bata…”
Marites struggles with her time when teaching her child and doing her responsibilities at home
together. She shared that:
“...medyo mahirap hatiin ang oras sa mga gawaing bahay at sa pagtulong ko sa modules ng
anak ko…”
Marie is always having trouble with teaching her kids as part of her parenting, doing her duty as
a housewife and as a work-at-home mother. Her schedule is split with three parts in 12 hours that
makes her more anxious and frustrated. She said:
“…nakaka frustrate na minsan kasi hindi ko alam ano uunahin ko. Hindi naman kasi always
nasusunod ko yung schedule ko ma bago. May mga sitwasyon na hindi ko inaasahan kaya
minsan nagugulo yung time management. What makes me more anxious is that baka hindi ko
maturuan nang mabuti mga anak ko at baka hindi ko magawa nang maayos trabaho ko as a
work-at-home mom. So nakukulangan talaga ako sa oras ngayon. Imagine yung schedule ko sa
12 hours palang nahati na sa tatlong bahagi..”

Children’s House Chores

Children must help their parents in household chores. However, they also need to focus and
concentrate on their modules to avoid getting beyond the deadlines of their submission. There
are circumstances that kids can’t do their responsibilities at home for they have to finish their
modules on time. Meanwhile, parents are not really concerned about it for they understand the
situation of their children and that education is more important than their chores inside their
house. As Ronnie shared:
“…Minsan, hindi naman ito maiiwasan lalo na pag school ang pinag-uusapan. Mahalaga ang
household chores pero, mas mahalaga ang pag aaral ng mga bata.
He also added that:
“Nasa bahay lang naman sila kaya magagawa nila yung household chores nila…”
Marline also noticed that when her kids are more focused on their modules, there are days that
they aren’t having time to help with their chores. She stated that:
“…once na nakatutok na sila sa kanilang aktibidad nila sa module, minsan hindi na nila
nagagawa ang mga gawaing bahay.”
Crisel has the same perception with Ronnie that it’s more significant for the kids to concentrate
to their modules than doing house chores. She said that:
“... I understand if they can’t do their responsibility in the house. What’s more important is for
them to finish and learn into their modules…”
Anamae is not also concerned about his kid not helping inside their house for he has to focus
more on his studies. She let him do his activities to complete his tasks. She shared:
“…hindi naman siya gaano tumutulong dito sa bahay dahil masyado pa siyang bata. Mga
minimal lang siguro na gawain. Pero para nga matapos agad yung activities niya, hinahayaan
ko nalang siya magfocus sa modules niya…”
Meanwhile, Adilyn is concerned for his kid not doing house chores because the kids still have to
learn also working inside their home. She said that:
“…madalas hindi na siya gumagawa ng mga gawaing bahay. Pero hindi ko naman sinasabi na
unahin muna nila ang household chores kaysa sa modules nila. Kailangan pa rin talaga nilang
matutong magtrabaho at the same time…”
Marites understands that her child is busy with his modules when he can’t do house chores
sometimes. She shared:
“...minsan naman hindi na siya nakakatulong sa bahay pero naiintindihan ko naman yun kasi
nga busy sa modules niya…”
She is not bothered about his child unfished responsibilities inside their house for she knew that
there’s a time for that. Marites added:
“...hindi naman ako bothered tungkol doon. May mga oras pa naman para gawin yung mga
gawaing bahay…”
Marie is fine doing house chores alone. Although there are times that her kids can’t help her with
house chores, one of her kids helps her when he already finished his modules. She stated:
“…goods lang sa’kin na hindi nila nagagawa responsibilities nila dito sa bahay. Kaya ko
naman mag-isa kasi may mga araw na wala akong work. Pero yung isa kong anak na nasa
Grade 9 na ngayon e tinutulungan niya naman ako kapag done na siya sa modules niya…”

CONCLUSION
As we have seen, COVID19 posted significant challenges for families, students and teachers,
including school stress; difficulty managing time and personal resources; and lack of technical,
logistical and financial prerequisites. Opportunities had also identified the increased presence of
parents and participation in the school life of their children home and home education
communication. The importance to take note that in times of pandemic and global trauma,
especially the new types of it. We had a difficulty in examining the relevant literature for specific
research. Home learning has emerged as a replacement for conventional school-based practices
that need to provide effective learning skills for children at home with the limited resources
available. The Curriculum had also included carefully the selected online courses that include
physical and psychosocial components in addition to academic goals. Ultimately, the entire
nation and academics around the world had endorsed home learning, offered a wide variety of
free online opportunities to support parents and children. In addition, parents have also adapted
quickly to fill the learning gap that has emerged in their children's academic life during these
challenging times. Furthermore, the participants in this study were the parents from different
parts of the Philippines. Parental participation interventions are needed to be designed with a
number of factors in mind, as we saw in this study. Therefore, multilevel interventions have
involved the principals, teachers, parents and students to promote student learning and success
are welcome. In analyzing the needs of parents, teachers and students; and therefore, the
development of action plans. The parents took the role of being the teacher has been added as
part of parenting. It is not just the children or the learners had partaken with Modular Learning
Approach but the parents as well. Since they are the only ones that can guide and assist their
children efficiently for them to gain knowledge and understand their lesson. However, the
transition of being a “Parent” to “Parent-Teacher” was a challenge for them that required them to
be adaptive and patient in teaching their kids. Situations like the simultaneity of their household
tasks and supporting their children were hard for them to achieve at once. Modular learning is
one of the modalities that is commonly used by various of schools. This type of learning required
only a reading material with no use of technology unless videos or websites/links are attached.
Students needed to practice self-study or parents will help them. This study found that parent-
teachers are facing challenges such as; the sudden change of parenting, poor time-management,
vague instructions, inadequacy of explanations, shortage of reading materials, knowledge gap
between parents and instructors, and lack of guidance. The parents also struggled with how
should they teach their children in the ways that they can completely comprehend their topic.
They thought that this modular approach is not enough for the students to be able to do self-
learning because of deficient learning stuffs. Despite all of that, the parents still managed to find
ways to lessen the burden of these challenges through proper time management and by reaching
out to the instructor for assistance. The insights of the parents showed that the challenges they
faced are not evadable for it is their responsibility to help their kids with their studies and
problems will still occur even the modality is not modular learning. The parents observed that
their children are having hard time when they learn by their own. However, the students still
managed to cope up and adopted in this type of modality when they had a complete material they
need. Lastly, the parents still preferred to have face-to-face learning for their children than to
carry their teachers’ guidance and have better comprehension regarding their lessons.

REFERENCES
Abante, A., Cruz, R., Guevarra, D., Lanada, M. I. B., Macale, M. J. S., Roque, M. W. B., ... &
Cabrera, W. C. (2021). A Comparative Analysis on the Challenges of Online Learning Modality
and Modular Learning Modality: A Basis for Training Program. International Journal of
Multidisciplinary Research and Analysis, 4(04), 463-476. LCUP Letter Head (ijmra.in)
Constantino, R. M., Tibayan, C. A. J., Quizon, S. C. C., & Simangan, R. V. (2020). Challenges
Encountered by Parents in the Education of their Children during COVID-19 Pandemic. LCUP
Letter Head (ijmra.in)
GUİAMALON, 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. 1878859 (ocerintjournals.org)
Fabrea Miguel, F., Sison Prudente, M., & Echevarria Aguja, S. (2021, January). Teachers
Initiatives and Perceived Parental Involvement Practices among Filipino Junior High School
Students. In 2021 12th International Conference on E-Education, E-Business, E-Management,
and E-Learning (pp. 173-180). Teachers Initiatives and Perceived Parental Involvement Practices
among Filipino Junior High School Students | 2021 12th International Conference on E-
Education, E-Business, E-Management, and E-Learning (acm.org)
Goodall, J. (2016). Technology and school–home communication. International Journal of
Pedagogies & Learning, 11, 118–131. https://doi.org/10.1080/22040552.2016.1227252
Reyes, R. R. (2021). Parental Challenges and School Performance of Junior High School
Students in Distance Learning Modality, vol 4, 71-72. https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.journals.resaim.com/ijresm/article/download/967/93
3/1521&ved=2ahUKEwj005Xl5JLzAhUNyIsBHXfVBV8QFnoECAQQAQ&usg
AOvVaw14AGkqNqtQcnrDGiXrCzSo
Agaton, C., P. & Cueto, L., C. (2021). Learning at home: Parents’ lived experiences on distance
learning during COVID-19 pandemic in the Philippines, vol. 10 no. 3, p. 901-911.
https://www.google.com/url?
sa=t&source=web&rct=j&url=http://ijere.iaescore.com/index.php/IJERE/article/view/21136&ve
d=2ahUKEwiez__H6ZLzAhUNGKYKHR8yCgIQFnoECAcQAQ&usg=AOvVaw03HtPxMJsps
SyMGOOtcFbn
Benedijo, A., A., C., B.(2020). New Normal: How Parents Embrace the Challenges in Education.
https://www.depedmalaybalay.net/articles/new-normal-how-parents-embrace-the-challenges-in-
education.html
Bharami, S., Makhdoom, A., Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home
Learning in Times of Covid Experiences of Parents, 7(1), 9-24. https://www.google.com/url?
sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/EJ1259928.pdf&ved=2ahUKEwiJ
y5_g65LzAhWEF6YKHez8BE0QFnoECAgQAQ&usg=AOvVaw3t426TEeYNjyY6oOZJb5W
G
Bolos, D., L. (2020). Collaboration between Parents and Teachers: A Must.
https://www.pressreader.com/philippines/sunstar-pampanga/20201128/281788516618638
Greenlee, E., & Reid, A. (2020). Parents supporting learning at home during the COVID-19
pandemic. Statistic Canada. Parents supporting learning at home during the COVID-19
pandemic (statcan.gc.ca)
Ribeiro, L., M., Cunha, R., S., Silva, M. C. A., Carvalho, M., & Vital, M., L. (2021). Parental
Involvement during Pandemic Times: Challenges and Opportunities, 11, 302.
https://doi.org/10.3390/educsci11060302
Garbe, A., Ogurlu, U., Logan, N., & Cook, P.(2020). COVID-19 and Remote Learning:
Experiences of Parents with Children during the Pandemic, 4(3), 45-65.
https://doi.org/10.29333/ajqr/8471
Bhamani, S., Makhdoom A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home
Learning in Times of COVID: Experiences of Parents, 7(1), 09-26. DOI:
http://dx.doi.org/10.22555/joeed.v7i1.3260
Beckman, K., Bennett, S., & Lockyer, L. (2019). Reproduction and transformation of students’
technology practice: The tale of two distinctive secondary student cases. British Journal of
Educational Technology, 39, 346. https://doi.org/10.1111/bjet.12736
Abuhammad S. Barriers to distance learning during the COVID-19 outbreak: A qualitative
review from parents' perspective, 6(11). https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.sciencedirect.com/science/article/pii/S240584402032
3252&ved=2ahUKEwj0k6O1pKfzAhXHa94KHRX9DlgQFnoECAUQAQ&usg=AOvVaw0OV
LZuIXIuO4rsW2O9SPRX
Selwyn, N., Banaji, S., Hadjithoma‐Garstka, C., & Clark, W. (2011). Providing a platform for
parents? Exploring the nature of parental engagement with school learning platforms. Journal of
Computer Assisted Learning, 27(4), 314-323.
https://doi.org/10.1111/j.1365- 2729.2011.00428.x
Povey, J., Campbell, A. K., Willis, L.-D., Haynes, M., Western, M., Bennett, S., Antrobus, E., &
Pedde, C. (2016). Engaging parents in schools and building parent-school partnerships: The role
of school and parent organization leadership. International Journal of Educational Research, 79,
128–141. https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.lifecoursecentre.org.au/research/journal-
articles/publications/engaging-parents-in-schools-and-building-parent-school-partnerships-the-
role-of-school-and-parent-organisation-
leadership/&ved=2ahUKEwizmK2WpKfzAhVOAN4KHW3UAAAQFnoECA4QAQ&usg=AO
vVaw1k6GD__PXTlh7Q28io4g--
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.
https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.ncolr.org/jiol/issues/pdf/9.2.2.pdf&ved=2ahUKEwjJ
gcySoqfzAhWPCIgKHUWAD1oQFnoECAQQAQ&usg=AOvVaw2xU054Ws-ctXiedH7Jsohj
Hollingworth, S., Mansaray, A., Allen, K., & Rose, A. (2011). Parents’ perspectives on
technology and children’s learning in the home: Social class and the role of the habitus. Journal
of Computer Assisted Learning, 27, 347–360.
https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.semanticscholar.org/paper/Parents%27-perspectives-
on-technology-and-children%27s-Hollingworth-
Mansaray/7e2f30f7fe343f4ff13ce37a2ceb82123f662a25&ved=2ahUKEwiSupmIpKfzAhWadd4
KHaOqDhQQFnoECAkQAQ&usg=AOvVaw2U1UXXPYWZW1nM8hQ33gb3
Borup, J. (2016). Teacher perceptions of parental engagement at a cyber high school. Journal of
Research in Technology in Education, 48(2), 67-83. https://www.google.com/url?
sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/EJ1102782.pdf&ved=2ahUKEwj5
ia3-o6fzAhUeQPUHHfsyBtEQFnoECBcQAQ&usg=AOvVaw3DOEC0eYmsToEkWnyBx-nh
Colombo, M. W. (2006). Building school partnerships with culturally and linguistically diverse
families. Phi Delta Kappan, 2, 314-318.
https://journals.sagepub.com/doi/pdf/10.1177/003172170608800414
Dettemers, S.; Yotyodying, S.; Jonkmann, K. Antecedents and Outcomes of Parental Homework
Involvement: How Do Family- School Partnerships Affect Parental Homework Involvement and
Student Outcomes? Front. Psychol. 2019, 10, 1–13. https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6521700/&ved=
2ahUKEwil8O_SoqfzAhXS0GEKHa5cBUsQFnoECBAQAQ&usg=AOvVaw1vB1ceuj8zRWV
nIS4eiEXt
Gugiu, P.C.; Gugiu, M.R.; Barnes, M.; Gimbert, B.; Sanders, M. The Development and
Validation of the Parental Involvement Survey in their Children’s Elementary Studies (PISCES).
J. Child Fam. Stud. 2019, 28, 627–641.
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.mdpi.com/2227-
7102/11/6/302/htm&ved=2ahUKEwi3huX4oqfzAhVQDN4KHV1nC5MQFnoECAQQAQ&usg
=AOvVaw11Db759Yf9wyRn0fDqUK63
Lebaste, V., G. (2020). The role of the parents in modular distance learning.
https://r.search.yahoo.com/_ylt=AwrwZeS4yl1hWy0A8QmzRwx.;_ylu=Y29sbwNzZzMEcG9z
AzEEdnRpZAMEc2VjA3Ny/RV=2/RE=1633565496/RO=10/RU=https%3a%2f
%2fwww.pressreader.com%2fphilippines%2fsunstar-pampanga
%2f20201128%2f281681142436238/RK=2/RS=5KZDMrinVXzneOZ0T2wc30bJBc8-
Philippine Information Agency. (2020, October 9). Teaching-learning modality under the new
normal.
https://pia.gov.ph/features/articles/1055584