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

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