Abstract
The unprecedented emergence of the COVID–19 pandemic had tremendously jeopardized the academic sphere worldwide due to its necessity to transition from traditional face-to-face learning to online, modular, and blended learning modalities. This transitory requisite of the colossal participation of parents irrespective of their educational attainment to teach their children whether equipped or not brought about severe difficulty on their part. This study explored the lived experiences of unequipped parents in this challenging phase of pedagogical modality. This focused on the ability of unequipped parents in solving routine and non-routine problems in Mathematics. The qualitative study was utilized to explore, analyze, and interpret the gathered data where five (5) participants willfully acceded to participate. Purposive sampling was used to identify the participants of this study and the data gathered were analyzed and interpreted with the use of thematic analysis. The result of the study divulged that there were two support systems that evolved: direct emotional support and extended support system. Rewards and punishment were seen as the most commonly used as encouragement styles of parents in doing their children’s homework. The parents had figured out four steps; (1) acknowledgment; (2) study further; (3) review and evaluate; and (4) refer, in order to provide their children a quality education, coupled with training effective in teaching children.
