Modular Learning: Struggles and Coping Mechanisms of Mothers Not Speaking Mother Tongue

Abstract

Modular learning is the current learning modality of primary education in the Philippines where traditional teacher-student practice has now been shifted to mother-child since mothers are the immediate assistants of their child in modular learning. Therefore, they play essential parts in their children’s education. More so, this learning modality is applicable in all given subjects, including the Mother Tongue (MT). Whereas MT modules will be solely assisted by mothers regardless of the mothers’ MT. The objective of this study is to determine the struggles and coping mechanisms of mothers not speaking the MT in assisting their child in the MT subject. Moreover, this study utilized a qualitative-descriptive design which included semi-structured interview. More so, purposive sampling was utilized to determine the respondents of this study. The total number of respondents is 10 and are all mothers. The respondents’ age ranged between 24-35 years old. It was discovered from the interviews that difficulty in understanding Chavacanowords on the module, difficulty in comprehending instructions on the module, lack of educational pictures, difficulty in translating to the child’s Mother Tongue, difficulty in facilitating learning, difficulty managing child’s behavior and struggle in implementing time management became their primary struggles in assisting their child in the MT subject. It is also important to note that mothers were still able to assist their child despite of these challenges through seeking assistance from native Chavacanospeakers, from someone who has more knowledge in Chavacano, from the teacher, using the translation provided as reference, searching on the internet, repetitive teaching, practice through conversation, involvement during discussions, translating Chavacano to their mother tongue, materials from the teacher, recording of classes, use of infographics, providing positive reinforcement and letting family members to assist.

Parents’ Motivational Strategies in Modular Learning

“…Most parents claim that the words are profound to comprehend, limiting them from explaining the concepts to their children. A study derived the same result, concluding that parents had difficulty facilitating and teaching their children in their Mother Tongue modules because they struggled to understand them (Dealagdon, 2021). Furthermore, the parents found it difficult to manage their time between assisting their children and doing chores.…”

Resilience Process of Economically Disadvantaged Households with School Children in COVID-19-Induced Remote Learning

“…With this, the risk is shifted to sustaining their other essential needs. Moreover, while the hands-on engagement of parents has helped their children in remote learning, the risks are shifted to their productivity in doing their household chores and livelihood (Ogurlu et al, 2020;Dealagdon, 2021). Thus, sometimes some of them are forced to extend their time at night to accomplish their unfinished work at daytime, making them overworked.…”