A Phenomenological Study on Parental Involvement in the Completion of Students’ Learning Task in Science under Modular Distance Learning

Abstract

An education continuum plan was unveiled by the Department of Education (2020) as soon as schools resumed their operations and acknowledged the key contribution that parents can make to the academic achievement of their children. Hence, this paper sought to explore parental participation in the completion of science academic tasks using the Husserlian Transcendental phenomenology approach. The result revealed six (6) emerging themes of the parents' lived experience; (1) parents’ educational background and ability limit their involvement in Science learning tasks; (2) social media sites and online games hamper science learning tasks productivity; (3) navigating multifaceted challenges in the new-normal education; (4) technology and the internet as a game-changer in the completion of Science learning tasks; (5) moral and emotional support as a way to encourage; and (6) discipline and ensuring a healthy working environment at home. Based on the findings, the school must provide parents with intervention strategies that meet their demands, including household instructional strategies and behavior management approaches for circumstances when children are learning at home.