Abstract
This study explored the lived experiences of parents and teachers in module distribution and retrieval. The researchers utilized a qualitative phenomenological research design. A total of seven (7) teachers and four (parents) served as the participants. A series of themes were formed such as teachers’ preparation in module distribution and retrieval, and the reason for the delayed submission of modules. Teachers' coping mechanisms, and realization and possible solutions are also identified by the teachers. Moreover, the researchers identified themes such as parents’ experiences and difficulties in module distribution and retrieval, difficulty in handling learners at home, instructional strategies, motivation, and rewards in facilitating learners at home for the lived experiences of the parents in module distribution and retrieval. While the challenges and problems experienced by the parents in module distribution and retrieval, parents coping mechanisms for the challenges experienced, and realization of the parents in modular distribution and retrieval are identified as additional themes. Therefore, the research found out that lived experiences of the teachers shared the same sentiment that in this set-up, it is found difficult to address the needs of the learners immediately due to geographic location. Meanwhile, the parent-participants responses show that parents experience the need to follow the schedule, learned to manage time, and some parents’ experiences leaving their work for the sake of getting the modules in school. The module distribution and retrieval made the teacher develop their intrapersonal skills and grow professionally and become considerate, flexible, patient in every situation, and the need for cooperation between parents and teachers.
