Lived Experiences of Parents and Guardians as Tutors and Teachers during Pandemic with the Modular Delivery of Instruction

The COVID-19 pandemic has wreaked havoc on the lives of families all across the world. Everyone, especially our parents, is perplexed by school closures, distant jobs, and physical separation. The experiences of parents and guardians as tutors and teachers during the epidemic with the modular delivery of teaching are presented in this study. A phenomenological research design was used to collect data from 21 Talomo National High School parents and guardians from grades 7 to 9. The findings demonstrated that parents were unable to recall earlier knowledge, were weary by the situation, were hardened to punish their children, were tangled in life duties, were financially troubled, and were uncontrollable in the face of fluctuating internet connections. Furthermore, parents and guardians have dealt with these issues by consulting the internet and more knowledgeable people, constantly monitoring for direction, managing time, administering directorial corporal punishments, demonstrating contemplative child's learning pace, and employing a positive reward system. Evidently, the researcher discovered that parents and guardians' lack of awareness about suitable pedagogical methods in teaching resulted in their children learning less. As a result, face-to-face classes must be implemented by the department as soon as feasible; otherwise the educational system will be jeopardized.