Difficulties, Factors, and Coping Mechanisms of Primary Grade Teachers in Teaching Reading Using Modular Distance Learning

Abstract

This study aimed to explore and analyze the difficulties in teaching beginning reading using modular distance learning, its contributing factors, and the coping mechanisms to tackle the difficulties. The qualitative-descriptive design was employed in identifying and describing the variables of the study. In-depth interviews and focus group discussions were utilized to gather the primary data needed in addition to observation reports. Deductive thematic analysis was also employed to categorize and sub-categorize the findings into themes. The findings revealed that teachers have difficulties in addressing reading and in assessing, monitoring, and validating pupils' performance using modules, and in the construction and distribution of modules. Factors that led to these difficulties include pupils’ lack of cognitive understanding and independent learning, along with the unsuitability of modules in reading instruction, parents’ lack of guidance because of insufficient expertise, time constraints, and the absence of communication with teachers. Teachers’ attitude, motivation, and lack of training in modular construction were also factors that contributed to their difficulties. The coping mechanisms employed were module modification, making or sharing videos, restricted face-to-face tutorials, and establishing interaction with other stakeholders.