An exploration of parental experiences in facilitating distance learning in Mathematics

Abstract

This phenomenological study explored parental experiences in facilitating distance learning in mathematic. Eight (8) parents, selected through purposive sampling, have met the inclusion criteria as the facilitators of their grade 7 children in one of the secondary schools in Alimodian, Iloilo, for the school year 2021-2022. Three (3) significant themes were generated: (1) the challenges encountered that includes difficulties in modular learning and parental struggles; (2) coping mechanism established by the parents through the incorporation of parent-child dynamics and the use of teaching strategies; and, (3) opportunities offered by facilitating distance learning that contains the personal growth and development of the parents . This study was anchored on a constructionist approach, emphasizing active engagement and hands-on experiences to transform challenges into opportunities for both parents and students in the realm of distance learning. Practical recommendations include promoting collaborative projects, workshops for school administrators, and policy integration of constructionist principles into teaching methods. Other researches may explore the impact of constructionist approaches on student engagement and to investigate the effectiveness of hands-on math activities in addressing challenges faced by parents and students. Ultimately, fostering a culture of independent learning was crucial, emphasizing strictness, routine, and positive reinforcement within parent-child dynamics for effective teaching and the utilization of technology to enhance learning experiences.