Exploring Parents’ Roles in Their Children's Asynchronous Academic Activities: A Phenomenology

This qualitative phenomenological study explored the lived experiences, perceptions, and challenges of parents in supporting their children’s asynchronous academic activities during class suspensions caused by natural calamities. Conducted at Manongol National High School in Kidapawan City District 2, the study involved purposively selected parent-participants who had direct experience facilitating asynchronous learning at home. Data were gathered through semi-structured interviews and analyzed thematically. Findings revealed that parents assume diverse and evolving roles, as substitute teachers, emotional coaches, time managers, and resource providers, while navigating the demands of asynchronous learning. Their lived experiences reflected emotional strain, logistical difficulties, limited access to learning materials, and the need to adapt routines amidst disaster-induced disruptions. Despite these challenges, parents demonstrated resilience, learning initiative, and a strong sense of duty in sustaining their children’s education. They also identified limitations in their instructional capacity and expressed the need for clearer guidance from schools.Based on the results, the study proposes Project KASAMA (Kabahagi Saan man ang Magulang at mga Anak sa Pagkatuto), a localized intervention that offers parent training, emotional wellness support, improved access to learning resources, stronger school-home communication, and recognition of parental involvement. The study concludes that empowering and supporting parents as co-educators is vital to ensuring learning continuity during times of crisis, particularly in rural and disaster-prone communities.

In recent years, the increasing frequency and intensity of natural calamities such

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