CHALLENGES ENCOUNTERED AMONG IP PARENTS IN THE IMPLEMENTATION OF MODULAR DISTANCE LEARNING

Glen Jerald A. Veloso, Lyndon A. Quines

Abstract


Modular distance learning is the only solution to continue education during the pandemic. In far-flung areas of the Philippines, learning is possible through the utilization of self-learning modules. In this learning mode, parents’ involvement is much needed, especially at the elementary level. Parents need to act as teachers to their children. Thus, regardless of their educational background, work and age, they are obliged to look for their children when answering the modules. The method of this study is qualitative research. The respondents were the five IP parents of the learners in the elementary school in the Tboli West 2 district. The data were collected using questionnaires and analysed using qualitative descriptive analysis. The result showed that the challenges encountered by IP parents during the implementation of modular distance learning during the pandemic include time management and a lack of prior knowledge of lessons given. The result showed that despite the challenges encountered by the IP parents, with their experiences, they were able to develop a positive outlook and develop time management. This study suggests that understanding the difficulty of the parents adds to the body of education information.

 

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challenges, Indigenous people (IP) parent, modular distance learning, educational management, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6105

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