Parent-Teacher-Learner Collaboration in Modular Distance Learning

In the advent of pandemic due to COVID 19, modular distance learning became the mostly implemented approach in many schools in the Philippines – the school prepares and distributes learning materials, students stay at home and perform learning tasks, while parents assist in supervision. This study dealt with the role of parents, teachers and learners as they collaborate and bring about the best in education amidst pandemic. Fifteen respondents constituting of parents, teachers and learners participated in this qualitative research. Ten questions were solicited through Google forms on a weekly interval as the modular distance learning was being implemented in Talangan Integrated National High School, Nagcarlan, Laguna, Philippines. Qualitative questions pertaining to parents’ assistance and supervision, preparation of module and supplemental materials, provision of feedbacks, and learning habits were sent for the respondents to share ideas based on their experiences. Data were encoded, processed through word cloud generator, interpreted, and analyzed thematically in order to construct conclusion about meaningful collaboration amidst pandemic. Themes developed encompassed parents, teachers and learners contribution in collaboration. Parents’ hindrances to collaboration can be classified as internal and external in which, both can be mitigated through school intervention. Teachers can motivate parents in the process of collaboration when they reach out, give quality time and show real concern for learners’ interest. Learners are advised to avoid cramming, procrastinating, distractions, and set goals for themselves associated with every modular lesson. Recommendations were laid down to school heads and community partners, institutionalizing modular distance learning if pandemic still prevails.