Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 2 (2025)

The Lived Experiences of Parents of Traditional Low-income Households in the Shift from Modular to Blended Learning: A Phenomenological Study in the Philippines during the COVID-19 Pandemic

David Neil Joseph V. Lumba | Fiorella Matilda Abella | Robert Andaya III | Warren Victor Bea | Jillian Maristela Pel | Neville Antonio Tanchuling

Discipline: Teacher Training

 

Abstract:

The COVID-19 pandemic necessitated a shift in educational modalities, notably from modular to blended learning, creating unique challenges for low-income households in the Philippines. This study examines the lived experiences of 11 Barangay Manggahan, Pasig City parents during this transition. A qualitative phenomenological approach was utilized to capture the complexities of their adaptation, focusing on access to technology, economic pressures, and the home learning environment. Data were collected through in-depth, semi-structured interviews and analyzed using thematic analysis. Participants were purposively selected to represent traditional low-in-come households with school-aged children engaged in blended learning. The findings revealed significant barriers, including limited access to devices and internet connectivity, compounded by financial instability. These constraints strained parents' abilities to support their children’s education, although many adopted strategies like promoting independence, leveraging community resources, and reorganizing household routines. Despite the challenges, parents generally perceived blended learning as an improvement over modular learning due to increased teacher interaction and enhanced learning opportunities. However, issues such as inconsistent schedules and the financial burden of the hybrid format persisted. The study underscores the digital divide as a critical factor exacerbating educational inequities, highlighting the need for systemic interventions. In addition to this, targeted efforts to improve digital access, provide economic support, and enhance parent-teacher collaboration are vital for fostering inclusive and effective education. These findings contribute to policy discussions on addressing socio-economic disparities in education, particularly in post-pandemic recovery planning.



References:

  1. Algina, J., Black, E., Cavanaugh, C., Dawson, K., & Liu,  F.  (2010).  The  Validation  of  One  Pa-rental  Involvement  Measurement  in  Vir-tual  Schooling.  ResearchGate.  Retrieved from https://www.researchgate.net/pub-lication/265936274_The_Valida-Lumba et al., 2025 TheLivedExperiencesofParentsofTraditionalLow-incomeHouseholdsintheShiftfrom Modular to Blended LearningIJMABER 959Volume 6| Number 2| February| 2025tion_of_One_Parental_Involvement_Meas-urement_in_Virtual_Schooling
  2. Carreon,Joseph.(2018).TeachersResponsetoInterventionforStudents-at-Risk:Basisfora   Proposed   Action   Plan.   1.   19-35. 10.13140/RG.2.2.27740.44161PhilippineInstituteforDevelopmentStudies.(n.d.).Howmuchdoesthemiddleclass contribute to taxes?https://pids.gov.ph/details/news/in-the-news/how-much-does-the-middle-class-contribute-to-taxes#:~:text=The%20PIDS%20in-come%20classification%20ta-ble,P43%2C828%3B%204)%20middle
  3. Dantic,  M.  J.  P.,  Paje,  F.,  Navarro,  N.  M.,  &  Ati-enza, J. (2024). EXPERIENCES ON BLENDEDLEARNINGAPPROACHOFIN-TERMEDIATELEARNERS:PARENTS’PERSPECTIVES. ResearchGate. https://www.researchgate.net/publica-tion/380069953_EXPERI-ENCES_ON_BLENDED_LEARNING_AP-PROACH_OF_INTERMEDIATE_LEARN-ERS_PARENTS'_PERSPECTIVES
  4. EducationWorkingGroup.(2021).Reportonblendededucationandeducationalpoverty.   UNESCO   Digital   Library.   Re-trieved from https://unesdoc.unesco.org/ark:/48223/pf0000380190
  5. Estrellado,C.J.(2022).TransitiontoPost-Pan-demicEducationinthePhilippines:Un-folding Insights. https://pa-pers.ssrn.com/sol3/papers.cfm?ab-stract_id=4027679
  6. Garg,K.,&Gupta,J.(2021).ReflectionsonBlendedLearninginManagementEduca-tion:A Qualitative Study with a Push-pull Migration  Perspective.  FIIB  Business  Re-view, 231971452110136. Retrieved from https://doi.org/10.1177/23197145211013686G20
  7. Harris,C.(2021).TheEffectsofBlendedLearn-ingonStudentAchievementwithinVari-ous Environments: A Program Evaluation. Dissertations. 640. Retrieved from https://digitalcommons.nl.edu/diss/640
  8. Sereño,  A.  R.  (2023).  School,  Family,  and  Com-munity Dynamics: Challenges and Oppor-tunitiesfromPandemictoPost-Pandemic.JPAIRMultidisciplinaryResearch,54(1), 72–87. https://doi.org/10.7719/jpair.v54i1.865
  9. Tupas,    F.    P.,    &    Linas-Laguda,    M.    (2020). Blended Learning –an approach in Philip-pine  basic  Education  Curriculum  in  new Normal:  A  review  of  Current  literature. https://www.semanticscholar.org/pa-per/Blended-Learning-%E2%80%93-An-Approach-in-Philippine-Basic-Tupas-Linas-Laguda/0a8dcf571bbc9758988ab37cb07fe4670456e1d2
  10. Villanueva,J.A.R.,Redmond,P.,Galligan,L.,&Eacersall,D.(2023).Investigatingblended learninginteractionsinPhilippineschoolsthroughthecommunityofinquiryframe-work.Asia    Pacific    Education    Review. https://doi.org/10.1007/s12564-023-09826-4

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic