Stakeholders’ Challenges in Implementing Printed Modular Instruction to Support Kindergarten Learners

Abstract

This study determined the status and challenges of the printed modular instruction to Kindergarten learners of South District 7, Schools Division of Cebu City. There were 55 purposively selected respondents composed of school heads, teachers, and parents who expressed their perceptions on the challenges encountered in assisting the kindergarten learners enrolled during the pandemic and had of the printed modular instruction as an education delivery approach. The data gathered were organized, tallied, summarized, tabulated, and treated using descriptive and inferential statistics. Findings revealed that school heads often encountered difficulty in providing help in terms of instruction to the learners providing help in terms of instructing to the learners providing help in terms of instruction to the learners providing help to learners in terms of instruction. Teachers rarely encounter problems, and parents consider the unavailability of mobile phones to contact the teacher as the top challenge. There was no significant relationship between the profile and the profiles of the school head respondents. There was no significant relationship between the profile of the kindergarten teacher respondents. There was a significant relationship between the educational attainment and family income profile of the kindergarten parent respondents. These findings stress the necessity for a broad-based, inclusive educational approach rather than individual solutions. Modular instruction and equal access to quality education for all students require tailored support for varied family circumstances and collaboration with all educational stakeholders of the pupils and improve the delivery of educational services.