Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7023980, ISSN 2822-4353 Research Article Esparar et al. 2/17 Parents’ Narratives as Home Learning Facilitators in the Modular Distance Learning Junry M. Esparar*, Xyzette V. Ganza, Analie V. Almaiz, Eden Joy B. Nifras, Rene S. Erillo, Jenelyn T. Argamaso, Blas P. Tabayag Jr., Elvie R. Verde, Romeo G. Poyogao, Angela T. Malala For affiliations and correspondence, see the last page. Abstract This qualitative research studied and analyzed the parents’ narratives as Home Learning Facilitators in Modular Distance Learning. This study interviewed eighty-three (83) parents in Kabankalan City whose children are currently enrolled in Modular Distance Learning. Using the Phenomenological Method of Inquiry in gathering, coding, categorizing, and analyzing data, five major themes were derived from the study: (1) Difficulty in answering the modules, (2) Managing child’s behavior, (3) Time management and responsibilities, (4) Strategies and interventions, and (Self-realizations and reflection. Considering the careful analysis of the themes, the following conclusions were deduced: (a) modular distance learning was challenging in its first year of implementation due to several factors, (b) parents struggled to motivate and encourage their children, (c) parents struggled in balancing their work and facilitating learning, (d) parents creativity surfaced during the pandemic, and (e) parents realized the importance of commitment and full cooperation as important elements in the successful conduct of the Modular Distance Learning. Keywords: Parents’ Narratives, Home Learning Facilitators, Modular Distance Learning, Managing Child’s Behavior Introduction The COVID-19 pandemic has posed challenges to various sectors, especially in responding to basic rights (DO No. 12, s. 2020). As pointed by the UNESCO prolonged school disruptions are associated with various negative impacts on children. The longer that marginalized children are out of school, the less likely they are to return (UNESCO as cited in DO No. 12, s. 2020). UNESCO also noted the risk of teenage pregnancy and sexual exploitation, and that prolonged closures disrupt essential school-based services such as immunization, school feeding, and mental health and psychosocial support, and can cause stress and anxiety due to the loss of peer interaction and disruptive routines. With the physical distancing and community quarantine being among the measures to contain COVID-19, basic education is among the sectors heavily affected as schools and community learning centers are closed for physical conduct of classes. In order to provide clear guidance to all offices, units, schools, and community learning centers, the Department of Education, learners and their parents, partners, and stakeholders, the Department developed the Basic Education Learning Continuity Plan (BE- LCP) units (DO No. 12 s., 2020). This School Year 2020-2021, the Department of Education has adopted different Learning Delivery Modalities (LDM) across the country as its mitigating move to continue education amidst the onslaught of COVID-19 Pandemic. The Schools Division Office of Kabankalan City has also crafted its BE-LCP aimed at providing learners the learning environment under the “new normal”. As stipulated in DO No. 12, s. 2020, “The landscape of child protection and child rights will now encompass not only the physical but more extensively, the cyber world and the home as a “school”. Through the initiative of the SDO of Kabankalan, the dry run on the five learning delivery modalities – Online Distance Learning, Modular Distance Learning, TV-Based Instruction (TBI), Radio-Based Instruction (RBI) and Blended Learning were pilot-test in the five districts of SDO Kabankalan City. During the Focus-Group Discussion, it was revealed that the most viable Learning Delivery Modality was Modular Distance Learning and Blended Learning. Thus, the Schools Division Office of Kabankalan City has adopted these modalities in the schools all over the city. For the past two quarters, a lot of feedback from the schools have emerged. In the Monitoring and Evaluation conducted by the Education Program Supervisors and Public Schools District Supervisors in various Schools on the LDM implemented, it was found out that learners have a hard time answering their modules. During the Focus-Group Discussion with the school heads and teachers, several factors