Modular Learning in Times of Pandemic: Elementary Teachers’ Commitment and Learners’ Performance

Abstract

This quantitative, descriptive-correlational study was conducted among 50 completely enumerated teachers handling the modular learning of pupils in the public elementary schools of Arakan North District, Cotabato, Philippines. It utilized weighted mean, Pearson r, and multiple regression to analyze their commitment level; their pupils’ performance level; and the relationship and influence of teachers’ commitment on the pupils’ performance, respectively. The results revealed a significantly high relationship between the delivery of learning materials and pupils’ performance, and between retrieval of learning materials and pupils’ performance. Also, there was a significant relationship between the provision of learning materials and pupils’ performance, and between the reproduction of learning materials and pupil’s performance. Overall, teachers are encouraged to continue their committed nature; sustain and enhance the spirit of volunteerism; and be prompt in the distribution and collection of self-learning materials. Implications of modular learning in basic education, even in post-pandemic times, were given importance and discussed comprehensively.