THE THEMATIC ANALYSIS OF HOW DOES FACILITATING CHILDREN`S

LEARNING AFFECT THE LIVES OF THE PARTICIPANTS DURING THE PANDEMIC

Table 3 presents the thematic analysis of how facilitating children's learning affects

the lives of the participants during the pandemic. The analysis is presented according to

the theme they belong to. The table shows the cluster themes and emergent themes.

Table 3. Thematic Analysis of How Does Facilitating Children`s Learning Affect the Lives of the
Participants during Pandemic

Cluster Themes Emergent Themes

1. Parent’s observation to their 1. Balanced
children is complaining
before answering modules, 2. Time Frame
focused during answering
modules, and happiness in 3. Words of Affirmation
fulfilling the modules.
2. Parent’s s is setting time 4. Destructions
frame during modular
sessions with their children, 5. Hindrance
they give instruction to their
children on what to do
before doing their own work
as a parent.
3. Parent’s are telling words of
affirmation to their children
as an encouragement in
answering module sand
they give considerations to
them in terms of helping
household chores during
schedule of their modular
sessions.
4. Parent’s do not allow their
children to answer modules
while using cellphones; they
 consider it as one of the
destructions that they have
experienced. They only
allow their student to use
cellphones if it is needed for
online class and
informations related to the
modules.
5. Parent’s consider other
destructions during moular
sessions with their children
like noises of the
surroundings, unexpected
guest, and customer, since
mostly of the participant`s
have owned businesses.
6. Parent’s considered their
lived experiences in
facilitating their children`s
learning as a burden to
them as well as it gives life
realization, and happiness
where they are enabling to
assess their children`s
learning.

What are the participants’ observations to their children`s behavior while

answering modules (before, during, after)?

Participants observe that before modular sessions, their children keep on

complaining about answering the modules again, while during answering modules, they

observe their children as focused in answering, and after the modular sessions, their

children are happy in fulfilling the modules because finally they finished answering it.

Parent A: Kanang bag o sila mag module kanang muingon ko nga mag
module maguol sila kay mag module napud daw sigeg reklamo, unya pag
kanang mag module name mag sige lang gihapon ug reklamo kay kapoy
nadaw pag muingon nga tama na ang module ah lipay na kayo na sila.

Parent B: Bag o sila mag module pag sa gawas sila naga pa module excited
sila pero pag diri sa balay, masuko sila hahahaha lahi ilang paminaw pag diri
sa balay dili gyud nila feel ang parent ng mutudlo sa ilaha pero pag magpa
ano ka sa gawas malipay sila sila pay mag dali nga magkuha sa ilang
module, wala pungko lang sila, malingaw ug dula bag o mag module, unya
during sa module maminaw na musulat na sila kay syempre akua naming
kuanon nga mag sulat na maminaw na, pag human sa module wala lang,
wala man puy reklamo pero dili gyud ingon nga malingaw ky feeling nil kapoy
man gud sa ilaha kay murag gahangyo naman gani sila na mag face to face
na.

Parent C: Maayo man na nag module sila pero mas gusto nako face to face
jud kaysa modular, bag o mag module mg abre na sila ug cellphone
facebook facebook, tiktok tiktok mao ragyud na una rgyud before sila mag
module, tapos kung mag ,module na sila tutok sila sa ilahang module kay
mukuan gyud sila usahay mangalot kay di pud kasabot something na lalum
jud na English or kaning tagalog na medyo na ano pud kaayo ana. Pag
human ug module, naa silay gina balik balik na words na di jud malimtan ba
kanang ano ma familiar jud nila unya makaingon sila na hay salamat
makapasa napud kog module unya inig naa napuy bag o module, ay naa
napuy module mabuang napud kog answer ani, mga ing ana.

Parent D: Kuan before me magstart ug module kuan siya kapuyan siya,

kumbaga murag wala siyay kuan ba gana na mag module jud, unya siya ang
type sa bata na dapat ika isa ra nimu iya tudluan dili niya gusto balik balikon
dili na siya ganahan, during sa module ga cooperate man siya usahay pero
naa jud time na wala jud lisud jud siya, after sa module kuan didto pa siya
kanang murag happy siya na mahuman iyang module, kumbaga pag module
ang gusto niya type sa module is kanang murag exam type lg na tag duha lg
ka pages kay dali ra mahuman.

Parent E: So before siya mag answer sa module niya kumbaga daghan pa

siyag yawyaw kay ani daw kapoy sige nalang daw answer module ginakapoy
nadaw siya sa during, answering module incase for example ako ang gabasa
or sabay ginapabasa nako sa iyaha tapos e explain lang nako maka answer
man pud siya naa pud siyay uban na kumbaga dili gid niya masabtan so mao
na akong gina elaborate tapos pagka after mao na pag mahuman na siyag
 answer sa iyang module na kung unsa amuang masabutan mao pud na ang
mahitabo kung halimbawa gusto niya after niya mag answer sa module
gusto niya mag dula gina padula gyud nako siya.

According to Agaton, Boongaling, Cueto & Javier (2021), COVID-19 pandemic has

closed-down educational institutions and dramatically shifts the instruction to distance

learning. However, students rooted from the marginalized families and from rural areas

have limited access to technology necessary for online learning.

Modular learning addresses this learning inequality by providing more inclusive

access to education. Behaviors are learned actions that enable students to access

learning and interact with others productively in the community. Many studies revealed

that lived experiences of the parents who act as learning supervisor, tutor, and home-

schooling teacher for modular learning during the health crisis impacts the child’s

behaviors during the modular sessions. Additionally, behaviors help them with

understanding and managing emotions, establishing and maintaining positive

relationships, and making responsible decisions that are essential in life skills.

What participants do in order to facilitate their children`s learning while doing

household chores or other works?

Participants are setting a time frame during modular sessions with their children,

they have a concrete schedule in answering modules with their children. The participants

give instruction to their children on what to do before doing their own work as a parent

like household chores.

Parent A: Basta naa koy trabahuon gina ingnan sa nako na sila nga basaha
dira inyung module pilia ang kanang kaya ra ninyo maansweran sa kay naa
pakoy gina himo unya pag human nako ug trabaho saka na nako sila
 ginatabangan pag human nakog trabaho kung unsa to ilahang wala
nasabtan.

Parent B: Pag once na mag answer me ug module time sa panahon nga

gab e me naga answer kay dili name busy kaayo so makahatag nagyud ko
ug panahon para sa ilaha, so naa me time para sa ing ana, schedule kay ug
morning me dili jud sya pwede kay daghan mag trabahuon pang gab e jud
siya nga before nga ano tig pahuway na nga mag rest najud sila or kuan
hapon na dira sila mag kuan mag module.

Parent C: Usahay kanang walay mamalit diri sa akuang tindihan usahay ma

dalikyatan nako sila ning unsay gina answeran nila unya usahay pd muingon
sila na mang unsa may maayo ani mang na para mas dali naansweran ang
module, usahay gani magpalaban nana sila ug tutor unya kay wala man tay
kwarta. Ana ko kayahon nato kung unsay may makuan nimu tabangan ta lg
ka.

Parent D: Kuan siya kanang, ang ginabuhat lang nako sa iyahae explain lng
sa jud nako sa iyaha ug maayo tapos lisud kay naa juy time na ma cut ang
amuang module kay naa koy busineness na kailangan mag focus sa kadali
didto sa business, gina kuan nako siya na nak ani ani e explain nako sa
iyaha kung unsa iyang buhaton, gina encourage nako siya na nak kuana ni
para unya tagaan tika ug time para mag dula.

Parent E: So for example, naa man sa iyahang module ng mga drawing so

gina ingnan lg naku siya asa iyahang e drawing asa iyahang kulayan asa
ibutang banda, o makuha man pud niya so habang nagtrabaho ko sa balay
so mao pud na iyahang gina himu ng mga answeran lang sa module na di na
kailangan ug guidance sa mother kay kabalo naman siya dali ra buhaton.

According to Lase (2020), parents have encountered various challenges from the

new mode of learning in virtual setting; delivery of instruction; unsatisfactory learning

outcomes; financial difficulties while working for the family during lockdown; struggle with

the use and availability of technology; and personal problems on health, stress, and

learning style.
 Modular distance learning provides comprehensive and inclusive education

policies while considering the perspective of the learners' parents during the pandemic

and beyond. Those challenges that parents have encountered is one of their

considerations in facilitating their children’s learning, one of them is teaching while doing

their work as a parent. For parents, the learning approach implemented during the

COVID-19 pandemic emergency must be lived and supported in the absence of other

options. Although parents do not have negative perceptions, distance learning has

increased the burden on parents or families economically, psychologically, and socially.

What participants do to help their child finish its modules on time?

Participants are telling words of affirmation to their children as an encouragement

in answering module sand they give considerations to them in terms of helping household

chores during schedule of their modular sessions.

Parent A: Oo, akuang gina kuan sa ilaha nga kanang mao gani na tabangan
nako sila, nga kung basta mag module na kinahanglan jud nako sila
tabangan kay pag abot sa time dili man pud ko gusto nga dili na mapasa
ilang module kay mag sapaw sapaw.

Parent B: Ano gina encourage ang bata, encourage maskin dili siya gusto
tas e encourage lang jud nimu ang bata nga mag answer ug module mag
madala raman gihapon nimu ang bata maskin dili sya gusto first, first nga
kuan dili siya gusto pero pag once madala na nimu siya o ma ma ma maatik
atik nagud nimu siya nga ano nga ma ma engganyo man pud siya nga mag
sulat sa iyahang module. Ano kanang very good, wow, ana lang siya.

Parent C: Ahm, before ma ano, halimbawa karon magkuha sila ug module

pagka ugma ilaha nana dayun answeran duha tulo ka adlaw nila na
answeran dili nako sila gina pa trabaho, makatrabaho lng na sila ug wala nay
 module pero ug human na ang trabaho module napud dayun na sila ug balik
makahuman nana sila ug duha tulo ka modulelan pagka ugma napud na sila
mag another module. Pagka human pahuway nmn na sila then ako puy
gapasa sa eskwelahan ana. Somapasa ila on-time ginahatagan jud nako sila
ug saktong oras jud sa module ug saktong oras pud nga makatabang tabang
sila diri sa balay.

Parent D: Usually saamuang session nu, di jud siya mahuman on time ay sa

tinuod lang, kay usually late jud me magpasa jud ug module ang isa sa
reason is haguan jud siya lisudan siya mureklamo siya nga mang kapoy,
kapoy na akong kamot. Dili jud nimu siya mapugos na humanon nimu ni
within ana.

Parent E: So akong gina himu, naga site jud ko ug oras as for example
dapat kaning module nimu isa ka oras ra nimu siya answeran kumbaga naga
gahin jud ko ug isa ka oras na matutukan gyud siya mag answer ana nga
module para pud kumbaga ang bata is magtatak pud sa iyang utak nga
dapat ing ani nga isa ka oras mahuman nako akuang module.

What families do is more important to the student’s success than whether they are

rich or poor, whether parents have finished high school or not, or whether children are in

elementary, junior high, or high school. According to Cunha (2915), there are inclusive

findings that have different parents’ behaviors when they are involved in their children’s

work, there are also many other important ways that parents can help their children to

learn. Parents can encourage children to spend more leisure time reading than watching

televisions or playing with gadgets. They can talk with their children and communicate

positive behaviors, values, and character traits. The conceptions of parent’s involvement

can contribute to the deepening understanding of the support they can give to their

children’s behavior that would reflect by finishing their work on time. They can keep in

touch with the school even though they are in modular distance learning. That can

express their expectations to their children to encourage them to do efforts and to achieve
more.

Do the participants allow their children in answering modules while using

gadgets?

Participants do not allow their children to answer modules while using cell phones;

they consider it as one of the destruction that they have experienced. They only allow

their student to use cellphones if it is needed for online class and informations related to

the modules.

Parent A: Ay wala, wala jud nako gina sugtan kay mag samot ug kadugay,
mag sige raman na sila ug atubang sa cellphone mao bitaw ng masuko na
sila kay pag muingon ko mag module muingon manag mag cellphone sa,
ako sa jud ng kuhaon ang cellphone usahay dili na gani nako pagamiton ug
cellphone kay mao nay hingungdan nga dili napud siya gusto mag module
kay mag sige nalag cellphone.

Parent B: Wala, dili nako siya gina sugtan kay dili sila ka focus ug naay
cellphone ah incase of naay e research ako ang ga research kay bata
paman sila dili pa nila kaya o pag naga module me wala juy cellphone wala
TV patay tanan, para saakua jud sila maminaw kung unsay buhaton.

Parent C: Oo gina sugtan nako sila, para anang mag kuan dili pud nila
makuha ang answer, magpalaban jud sila ug cellphone, parehas anang
karon naa naman tay cellphone unya dili nila maansweran ang question
muingon naman nag ay katong sa brainly ug unsa panang mga apps apps
diha. So okay ra saakua kay maka tabang man pud siya.

Parent D: Dili, wala nako siya gina allow ug phone, wala kay distraction siya,
distraction jud siya, mao na pag mag module me, module rajud na no phone,
no play, no eating after najud module tagaan nako siya ug break time.

Parent E: For me, sa iyahang edad ug sa iyahang grade na preschool pa

 siya wala ko naga allow unless kung naga online class sila mao palang
akong pag allow sa iyaha ug use gadgets pero kung answering modules or
LAS wala kasi sa preschool naman yung mga lessons nila para sa akua as a
mother dali lang siya ug dali rapud siya ipasabot saakuang anak.

Gadgets play a vital role in the educational field in order to improve their skills and

knowledge. It is very important for them since they need to improve their knowledge power

to gain success in the future. This technology is very important for both students and

teachers but on the other hand, this technology has disadvantages too. According to

Chia-Yi you (2020), the current situation with schools closing during the COVID-19

pandemic is an emergency response to contain the spread of the coronavirus. Online

learning can help students flourish. The best online learning combines elements in which

students can go at their own pace and are set-up to think deeply and critically about

subject matter with elements in which students go online at the same time to interact with

other students, their teacher and the content. The students can have more control over

their learning process in an online learning environment. However, there are

disadvantages to learning while using gadgets for online class or modular learning, many

have had to rethink their online and modular sessions entirely and many are struggling

under workload especially parents who are facilitating their children’s learning while also

learning new techniques how to teach their kids. It's important to emphasize that

facilitating children’s learning is not as simple as uploading and delivering contents.

Do the participant`s children focusing on them? What are the distractions that the

participants already experienced?

Participants consider other destructions during modular sessions with their

children like noises of the surroundings, unexpected guest, and customer, since mostly
of the participant`s have owned businesses.

Parent A: Naa pajud, usahay kanang saba kayo ning kuan oh, kanang mag
module me saba kayo ng dirang kanang naga kuan ug kahoy naga unsa bay
tawag ana kaning naga kuan gud naga chain saw diba bawal mana, mao na
di sila ka focus kaayo paminaw saakua kay maalingugngugan sila aning
kasaba sa silingan nga naga chainsaw.

Parent B: May panahon maminaw, nay puy panahon nga siguro ug hapon
ka mag module naa gyud silay mga friends manawag gyud so pero may time
gyud siya na pag labaw na ug kuan na pag mag focus nami patay gyud
tanan puyo ragyug balay module gyud module jud siya kay dili man pwede
nga mag module mag sige ug lantaw lantaw didto so distraction maning tv,
cellphone mga barkada so kulong jud sa balay pag mag module na.

Parent C: Usahay dili sila makapaminaw saakong gina sulti kay kanang
naay mupalit usahay, madistruct sila aning mga mamalit diri, mao na di sila
ka focus kaayo. Unya atbang pajud sa hway ang mga motor diri kusog kaayo
magpadagan, mao na saba ma alingugngugan sila.

Parent D: Naga paminaw siya pero tungod aning distractions sa palibot like
ang saba, ang saba jud sa palibot jud ang kanang noise ug kaning mga
unexpected na mga tao na mag adto sa balay tungod saakong business mga
unexpected guest ana.

Parent E: Para sa akua ang distractions jud na pirme nako ma experience is

for example naa jud siyay kuan na mag dula nalang mag dula nalang pero
dili man siya pwede so mao na nga kumbaga ma distruct gyud siya labaw na
kung halimbawa may mga bata na naga dula sa amuang gawas madungog
na niya na murag wala na siyay focus sa iyahang module kundi gusto niya
mag dula nalang.

According to Mean (2014), the importance of learning practices in the areas of

support and parents-teachers collaboration around facilitating children’s learning can be

generated to positive performance development of a child. There are distractions in the

surroundings that child’s focus might be affected during online learning or modular
learning and even classes inside the classrooms, kids might have a hard time figuring out

what informations they should take, the part of the brain that filters information may be

smaller in kids who have focus issues during sessions with their parents, when child is

concentrated, all distractions must be follow up by parents for their children to get the

right learnings they needed, but in this case distractions especially inside their houses will

cannot be controlled over. When kids with focus issues see other people moving around

your houses, talking and laughing, it’s hard for them to ignore it. Finding a place for your

child to sit that’s away from those distractions can help them stay focused on what they’re

doing, whether it’s studying for a test or playing

According to Merkas, Peric & Zulec (2021), the COVID-19 pandemic presents

unprecedented challenges and uncertainties for families. The possible role of parent’s

emotional stability on the relationship between parent distraction with technology and

child social competence during the COVID-19 pandemic have considered many aspects

such as phone distractions, noises in the surroundings, children’s focus, learning

outcomes and the child's social competence and relationship towards their parents. Many

studies show a significant negative effect of overall technoference in parenting on child’s

learning. This negative effect was significantly moderated by parent’s emotional stability.

Medium and high levels of parent’s satiability buffer the negative effect of low

technoference in parenting and affects child development, but the emotional stability of

parents can be a protective factor.

How does facilitating children`s learning experiences affect the lives of the

participants?

Participants considered their lived experiences in facilitating their children's

learning as a burden to them as well as it gives life realization, and happiness where they

are enabling to assess their children's learning.

Parent A: Ano, kuan kaning akong kinabuhi as mama nila, naapektuhan jud
kay imbis dati wala pay pandemic akong hunahunaon is kamusta sila sa
eskwelahan, hatud sa ilaha sa didtua, dili parehas karon na imbis mao ranay
huna hunaon namu ilang pagkaon unsaon sila pag atiman, tungod aning
pandemya na amua najud tanan trabahuon, daghan pag trabaho
namroblema pami saamong pang adlaw2 nga pagkaon magtudlo pami sa
ilaha ug module.

Parent B: Dako kaayo ang epekto saakuang kinabuhi isip inahan nila, kay
tungod aning pandemya naka realize jud ko nga dili diay lalim jud ang
trabaho sa mga teachers labi na ug ilahang estudyante mga bugoy kaayo
gahi ug ulo unya daghan pajud ilang gina handle so dili jud diay lalim.
Tungod aning pandemya imbis na akong trabaho is diri lang sa balay, nag
aksyon napud kog trabaho ug atiman saakong mga anak sa ilahang module
arun lang makakat on sila, dako kaayo siyang epekto saakong kinabuhi as
ginikanan kay tungod aning pandemya naka experience ko nga ako juy
mismo mutudlo saakong anak maski lisud siya pero enjoy man pd gihapon.

Parent C: Kuan siya kaning, akong kinabuhi isip inahan naapektuhan jud ug
tanan kay naglisud jud kog handle sa ilaha, kay tatlo daan sila plus naa
pakoy laing trabaho aside ananv mag module sila nagapanginabuhi pd ko
aron makakaon me ug sakto. Maong gusto najud unta nako mag face to face
na para mas makafocus ug makatuon sila ug taman, pero unsaon man nato
kay naa paman puy pandemya.

Parent D: Kuan kanang another burden siya as for me na mother, though ga

create siya ug bond between saamua duha saakong anak pero kuan siya
murag dagdag pasanin pud jud siya uy kay dili rana mao akong trabaho.

Parent E: For me ah murag, para sa akua karon na pandemic ang pag

facilitate saakong anak is ah there is a burden jud siya for example saakua,
ah dili lang man ko as a mother lang kasi teacher man pud ko naa pud koy
work sa school for example work nako sa school gina dala pud nako sa
 balay kumbaga naga patong patong na siya ba nu pero as a mother as a
parent biskan unsa pa na siya ka burden jud kinahanglan jud nato tuluan
atuang anak nu maggahin jud ta ug oras nu so kay kumbaga depende man
gud na saatua kung paano nato siya kuanon ang paano nato ikuan ning pag
facilitate aning learning during pandemic kay naapektuhan mn ta tanan.

According to Durisic and Bunijevac (2017), integrated support for the students is

in need to build relationship with their parents to develop mutual responsibilities or the

children’s success in the educational system. In this way, parental involvement is

increased, parents’ effort to support schools is encouraged, and they are directly making

a positive impact to a successful educational system. Many researchers recognize the

important role that strong positive bond between homes and schools, play in the

development of education of children. By numerous studies, shown that good cooperation

between schools, homes and the communities can lead to academic achievement for

students, as well as to reforms in education.

Research has also shown that successful students’ have strong academic support

from their involved parents. Furthermore, research on effective schools, those where

students are learning and achieving, has consistently shown that these schools, despite

often working in low social and economic neighborhoods, have strong and positive

school-home relationships. Educators and parents play major roles in the educational

success of students. Students need a positive learning experience to succeed in school:

one providing support, motivation, and quality instruction. With the increasing demands

on the family, parental support in the education of students extends beyond the school

building. Many families are faced with overwhelming and unpredictable schedules and

circumstances while juggling school, sports, family situations, family time, work
schedules, and other responsibilities, allowing minimal time to provide support in any one

given area. domestic and foreign studies, there is still concern regarding parental

involvement and what constitutes effective parental involvement in the education of

students. Educators, parents, and community members may have different opinions

regarding effective involvement practices and the ways each can contribute to the

educational process. Parental involvement in the education of students begins at home

with the parents providing a safe and healthy environment; appropriate learning

experiences, support, and a positive attitude about school. Several studies indicate

increased academic achievement with students that have involved parents. However,

those experiences of parents affected their lives in effective view as a bond of relationship

between them and to their children.