When Modules Work: How Access Constraints and Parent Scaffolding Shape Learning Continuity During Weather-Related Class Suspensions in a Philippine Public-School District

This qualitative study examined learning continuity during weather-related class suspensions at Daraga North Central School, assessing instructional modalities and stakeholder experiences to inform a remedial instruction framework. Separate focus group discussions were conducted with five teachers, five parents, and five pupils. Sessions were audio-recorded, transcribed, and analyzed thematically. Teachers used a constraint-responsive mix of printed modules/LAS, online classes via Google Meet for connected learners, blended online–offline activities, follow-up lessons after suspensions, and home visits for learners without access. Monitoring shifted from classroom observation to parent-mediated evidence (photos/videos and progress updates). Parents enabled learning through guidance, co-working, encouragement, patience, and occasional teaching, but effectiveness depended on parents’ time, content knowledge, and resources. Key bottlenecks included weak internet/no Wi-Fi, lack of devices, limited time to retrieve and complete modules, and parent knowledge gaps, which interacted to produce uneven participation. Findings support design considerations for continuity and remedial planning in disruption-prone public schools.