Abstract
This phenomenological study aimed to determine parents' struggles, coping mechanisms, and insights in assisting their children using MAPEH modules. With modular learning, parents encountered technological, economical, and instructional difficulties. Due to restricted educational opportunities, unstable economic conditions, and family obligations, low-income parents have additional challenges in this changing educational environment. Additionally, the lack of sufficient educational resources, such as learning tools, further compounds these difficulties. As a result, these parents are often left at a disadvantage, struggling to adapt to the evolving educational system in a home-based learning support. Further, this study utilized a phenomenology approach and a purposive sampling technique; the (10) participants were parents of Grade 5 MAPEH students in Guinuyoran, Valencia City, who were identified for in-depth interviews and observation. Thematic analysis was used as a data analysis tool to interpret the data gathered. The results revealed that parents experienced everyday struggles such as time management concerns, limited knowledge of the MAPEH subject, doubts about their learning outcomes, and limited patience with their children's attitudes. To cope with these difficulties, the parents decided to find meaningful strategies such as seeking help from the teacher and family members, employing reward systems, relying on the Internet, and creating a supportive environment. Moreover, parents also shared various insights regarding modular learning, such as not effective for their children, disadvantaged to economically deprived families, and added baggage for intellectually challenged parents. In conclusion, since education is lifelong learning, educators, administrators, and stakeholders should work together to develop comprehensive instruction to obtain quality education despite the changes in the mode of instruction.
