The closure of schools during the height of the Covid-19 pandemic prompted educational institutions to shift to remote learning. In the Philippines, different learning modalities were rolled out to ensure the continuity of learning. Out of all the modalities, modular distance learning emerged as the most preferred among parents because of its accessibility. Most public-school children are now learning through printed self-learning modules. However, the role of parents as key learning agents was exacerbated in this modality. Parents, particularly those who have children in the elementary grade levels, are faced with the new challenge of taking over the role of a teacher in their homes. Given the aforementioned context, this qualitative study was conducted to explore the experiences of parents with elementary-grade children in modular distance learning. This study utilized a phenomenological research design and selected six (6) parents from Region VIII in the Philippines through purposive sampling. Data were gathered using a semi-structured interview and analyzed using Colaizzi’s method of data analysis. The findings in this study revealed that: (1) parents employ different ways to help their children in modular distance learning; (2) the most common challenges that parents face are the lack of parent content knowledge; insufficient learning materials; lack of learner motivation; and financial instability; (3) but despite these challenges, parents strive to overcome the challenges with various coping strategies such as seeking social support, relying on the internet, giving reinforcements, adapting, and having a positive mindset. Finally, this research study provides valuable recommendations to teachers and policymakers which can be the basis for the further improvement of this learning modality.

Keywords : modular learning; parents; experiences; challenges; coping strategies; phenomenological study.