THROUGH THE KALEIDOSCOPIC FEATURES OF LIFELONG LEARNING: A MULTI-FACETED EXPLORATION OF FUNCTIONAL ILLITERATE PARENTS’ EXPERIENCES IN MODULAR DISTANCE LEARNING

Abstract

This multiple case study described functional illiterate parents’ lived experiences in Modular Distance Learning through their struggles, coping mechanisms, and realizations as supervisors of their children’s learning. The data from each of the functional illiterate parents was checked to discover similarities and differences between cases for a more in-depth understanding of the phenomenon. Specifically, this study examined five functional illiterate parents who were purposively chosen in one of the rural areas in General Santos City, Philippines. The findings showed that the key informants struggled with their incapability to supervise learning, emotional stress, difficulty in handling young learners, difficult modules, irresponsible children, and prioritizing other responsibilities. In order to deal with these struggles, their coping mechanisms were calls for assistance, positive thinking, avoiding overthinking, problem avoidance, trusting children’s ability, and parent as a student. Their realizations were modular distance learning is difficult, education is pivotal, parents’ involvement is important, children learn better face-to-face, and children become responsible. The results of the cross-case study revealed that while some emerging themes were carried out by all functionally illiterate parents, others were carried out by specific functionally illiterate parents. Nevertheless, it was found out that all functionally illiterate parents have struggled, learned to cope with the struggles, and gained realizations as surrogate teachers in modular distance learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0007/a.php" alt="Hit counter" /></p>