Abstract
As school shuts down, modular instruction opens new horizons in delivering quality education among all learners. The parents' involvement in modular distance learning created a difficult schedule at home, specifically that they accepted the responsibility for their children's educational development as the delivery of instructions shifted. This study explored and explicated the lived experiences of parents in the implementation of modular learning. The study employed a qualitative approach that utilizes Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the Modified Van Kaam Approach popularized by Moustakas. The participants in this study were chosen using a purposive strategy in reference to the inclusion criteria set in this study. The researchers conducted interviews with ten parent participants from Balabagon Elementary School. Consequently, the following themes arise (1) The Capable, (2) The Naturalist, (3) The Realist, (4) The Level of Experience, and (5) The Light. These themes highlighted the experiences and obstacles of parents in modular learning. It is recommended that opportunities for improving parent quality and development in facilitating the children's learning should be provided and that schools should at least implement a day for Parent Seminars and Training on the topics presented in weekly modules.
