Perceived Effectiveness of Self Learning Modules in the Implementation of Modular Distance Learning in the Elementary Level

Abstract

The COVID-19 pandemic shifts the traditional classroom or face-to-face teaching and learning into distance learning. The district of Sto. Domingo implemented Modular Distance Learning(MDL) in which a self-learning module(SLM) is the primary tool in the teaching and learning process. This study determines the effectiveness of the SLM in the implementation of MDL at the elementary level under the new normal. The study is anchored on Moore’s Transactional Distance Theory. Descriptive correlational statistics were used to determine the factors contributing to the effectiveness of SLM in the implementation of MDL. The respondents were the 72 Grade 3 and Grade 6 permanent teachers and 72 Grades 3 and 6 learners. Factors such as the SLM quality of content, usability, and teacher interventions were analyzed to determine if they were predictors of the SLM's perceived effectiveness. The perceived effectiveness of the SLM was evaluated by teachers and learners. Teachers and learners agree to the perceived effectiveness as a teaching and learning tool of the SLM in the implementation of MDL.Using Pearson-r, the study found that quality of content, usability, and teacher implemented intervention was positively correlated to the perceived effectiveness of SLM based on teacher evaluation. Multiple regression analysis found that quality of content and usability predict the effectiveness of SLM in the implementation of MDL based on teacher evaluation. The study concludes that the quality of content and usability of the SLM will most likely determine the perceived effectiveness of the SLM in the implementation of MDL on this scale and magnitude during this time of the pandemic.Learner evaluation of the perceived effectiveness of the SLM did not show a causal relationship with the SLM quality of content, usability, and teachers’ implemented interventions. The result suggests that learners may not fully understand the context of their learning to evaluate their learning using the SLM.The study recommends the importance of the quality of content and usability of the materials particularly the SLM to effectively implement the MDL during this time of pandemic and in this scale and magnitude. While teacher implemented interventions have a positive relationship or effect on the use of SLM, it does not predict its effectiveness. Further, the study suggests the development of assessment materials and procedures to measure the actual achievement of learners under the MDL.