Modular Learning Experiences of Intermediate Teachers During COVID-19 Lockdown

Abstract

This study aimed to explore the challenges encountered by Intermediate Elementary Teachers and develop strategies to address these hurdles. It was a qualitative research endeavor that didn't rely on statistical data. The study involved a selection of Intermediate Elementary Teachers, with three participants from each of Grades 4, 5, and 6, all based at Naval Central School SpEd Center, P.I. Garcia St., Naval, Biliran. Teachers willingly participated through convenience sampling. Conducting this research during the COVID-19 pandemic involved structured virtual interviews through questionnaires featuring open-ended questions and in-depth interviews designed by the researcher. Narrative Analysis was the chosen data analysis technique. Teachers faced challenges related to module planning, preparation, distribution, monitoring of student learning, assessment of student outputs, and providing feedback on their performance. In response to these challenges within the modular distance learning model, teachers employed diverse strategies, including effective time management, innovative teaching methods, adaptation to new educational trends stemming from the "new normal," flexibility, the development of alternative plans, optimism, patience, and acquiring the essential skills for the evolving educational landscape. This study underscores the need for collaboration among various stakeholders and government entities to formulate alternative solutions for the multitude of issues that may emerge during the teaching and learning process, especially in light of the constraints posed by the ongoing pandemic.