Breaking Routines: The Lived Experiences of Solo Parents Navigating Modular Distance Learning in the Philippines
Bibliographic record
Abstract
Key stakeholders in education sector are enablers of sustainable development. Their collective action significantly influences human resources and the overall quality of education. Accordingly, solo parents as stakeholders in the field of education have multidimensional impact in the community, explicitly on learners’ academic achievements. In this phenomenological study, the researchers aimed to explore the lived experiences of solo parents, specifically the challenges that they have experienced and the coping strategies that they capitalized when they used the Modular Distance Learning (MDL) modality to carry out their roles as parent-educators of their youngsters. The researchers conducted face-to-face interview using the semi-structured interview guide to achieve the objectives of the study. The results of the study are useful to education stakeholders, especially to the teachers and school officials concerned, for them to better understand the lived experiences of the solo parents, and address the challenges, thus—afford better education to learners. The findings of the study revealed that solo parents, as parent-educators, have faced many challenges when they used the MDL modality. Specifically, they have experienced pedagogical, personal and educational, and limited parent-youngster teaching-learning interaction challenges. To moderate the effects of these challenges, they used these coping strategies: help seeking behavior, parent-teacher influence, and parental involvement in education. Undoubtedly, solo parents, as parent-educators face many challenges, which can affect their teaching performance in the MDL context. However, with a dynamic teaching-learning partnership among solo parents and their youngsters an improved teaching-learning performance is assured.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.006 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".