This qualitative study aimed to narrate the lived experiences of Grade 2 students in Malabor, Tibiao, Antique under modular learning in the limited face-to-face teaching. Specifically, it focuses on learners’ lived experiences, challenges, and coping mechanisms. Utilizing a researcher-made questionnaire, ten learners were interviewed with the the supervision of their parents. The study found out that: the expanded face-to-face learning had affected learners as they grapple with issues and challenges; learners experienced difficulty in understanding modules, lack of gadgets and net access for learning, and lack of assistance from parents; and learners coped with the challenges through support from their parents and through perseverance and hope that their situation will improve through education, though many learners prefer a face-to-face mode of learning. The study concluded that the shift to a new learning mode contributed to the difficulty experienced by learners, the concerns and challenges learners encounter can be characterized as internally influenced and externally influenced, and coping strategies suggest additional support from all stakeholders in the school to address various concerns identified. Recommendations include inspiring and enabling learners to pursue their studies, enhancing parents’ and teacher support for learners, and implementing strategies in consideration of the context of learners, and conducting further studies on related topics that touch on other aspects.
Lived experiences, learners, pandemic, limited face-to-face learning
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Crisostomo, C.C. (2023). Students’ Educational Lived Experiences in the Limited Face-To-Face Mode of Learning. Industry and Academic Research Review, 4 (1), 134-140.
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