Homes as Classrooms: Lived Experiences of Mothers as Facilitators of English Modular-Based Distance Learning

Abstract

This study explored the lived experiences of mothers who served as English learning facilitators in modular-based distance learning during calamity-induced class suspensions in Negros Occidental, Philippines. Employing a qualitative phenomenological design, eight mothers of Grade 5 learners were purposively selected and interviewed using semi-structured guides in Hiligaynon to ensure comprehension and authenticity. Braun and Clarke’s six-phase thematic analysis was applied to identify recurring patterns and themes. Findings revealed three major themes: work–life balance, role of learning facilitator and its effect on parent–child relationship, and support systems received. Mothers demonstrated resilience in balancing household responsibilities with their role as facilitators, prioritizing their children’s welfare despite limited resources, fatigue, and academic challenges. Their facilitation fostered emotional bonding, patience, and persistence, transforming study sessions into opportunities for connection and encouragement. Teacher communication, printed modules, and family collaboration emerged as crucial supports, bridging gaps in knowledge and sustaining instruction amidst poor connectivity and socio-economic constraints. Conclusions underscored that parents, particularly mothers, played indispensable roles in sustaining modular learning, while schools and teachers provided vital instructional and emotional reinforcement. Recommendations included strengthening instructional support, enhancing parent training, promoting shared responsibility within families, and reinforcing teacher support systems. Overall, the study highlighted the human dimension of modular learning, where resilience, collaboration, and empathy ensured continuity of education during crises.