From in Loco Parentis to in Loco Magistri: Navigating Mathematics Instruction in a Modular Learning Framework

Abstract

The COVID-19 pandemic significantly disrupted education systems worldwide, prompting governments to adopt alternative learning modalities. In the Philippines, the Department of Education implemented modular distance learning to ensure continuity in instruction. This study explores the experiences of parents and guardians as they assumed a more active role in facilitating their children’s education at home. Specifically, it examines the strategies they employed, the challenges they encountered, and the coping mechanisms they utilized to support learning. Using thematic analysis, the study identified key instructional strategies, including memorization, translation, the use of examples, online resource utilization, and reliance on parents’ prior knowledge (schema). However, several challenges emerged, such as conflicts between parental work obligations and teaching responsibilities, limited subject knowledge, student behavioral issues, and the influence of social media. To address these difficulties, parents and guardians adopted various coping strategies, including reinforcement through rewards and punishments, structured rules and discipline, social support mechanisms, and time management techniques. Based on the findings, the study proposes a strategic support plan aimed at enhancing parental involvement in modular learning, particularly in subjects like Mathematics, where parental competency can significantly impact student performance. The study underscores the critical role of parent-teacher collaboration in improving the home-based learning experience and ensuring educational quality during times of crisis.