Distance Learning Delivery Research Articles

Mental Health and Academic Performance of Private Senior High School Students in the Division of Zambales amid Pandemic

This study aimed to assess the mental health of private senior high school students and its effect on their academic performance during the fourth quarter of S.Y. 2020−2021 amid pandemic. It was conducted among grade 11 students enrolled in private schools in Zone I, Division of Zambales utilizing an explanatory sequential mixed methods design. The Mental Health Inventory or MHI-38 was used as the questionnaire for the quantitative part while online interviews were used for qualitative part. Findings revealed that students experienced anxiety during the pandemic. Despite being anxious, students were psychologically well and less distressed. Overall, they were in a positive state of mental health. The study also revealed that students' anxiety has significant difference with the modular distance learning delivery modality. The study has found no significant relationship between students' mental health and academic performance during the last quarter of S.Y. 2020-2021. Qualitative data analysis found that students experienced mental, academic, and social problems during the pandemic.

Delivering the National Diabetes Prevention Program: Assessment of Retention, Physical Activity, and Weight Loss Outcomes by Participant Characteristics and Delivery Modes.

Type 2 diabetes disproportionately affects older adults, persons from racial and ethnic minority groups, and persons of low socioeconomic status. It can be prevented or delayed through evidence-based interventions such as the National Diabetes Prevention Program (National DPP) lifestyle change program (LCP). This analysis is aimed at evaluating the outcomes (i.e., retention, physical activity, and weight loss) associated with participation in the National DPP LCP by participant characteristics and delivery mode (i.e., in-person, online, distance learning, and combination) using the 2012-2018 Diabetes Prevention Recognition Program (DPRP) data. Across all delivery modes, there were generally no substantial differences in retention between male and female participants, but male participants tended to have higher physical activity and weight loss (e.g., average weight loss for in-person delivery: 5.0% for males and 4.3% for females). Older participants had better retention rates than younger participants in all delivery modes and mostly higher physical activity and weight loss except for distance learning delivery (e.g., average weight loss for in-person delivery: 5.1% for those aged 65+ and 3.3% for those aged 18-34). Among the seven racial and ethnic groups studied, retention was generally highest for non-Hispanic/Latino (NH)-White participants and lowest for Hispanic/Latino participants. Physical activity varied by racial and ethnic groups and delivery mode. NH-White participants generally had the most weight loss except for distance learning delivery, and NH-Black/African American participants had the least (e.g., average weight loss for in-person delivery: 5.1% for NH-White participants, 3.3% for both NH-Black/African American and NH-American Indian/Alaska Native participants, and other racial and ethnic minority groups ranged from 3.4% to 4.9%). Monitoring and identifying disparities across demographics and delivery modes, particularly across multiple racial and ethnic groups, provides information that can be used to improve the implementation of the National DPP LCP by tailoring the intervention to reduce disparities.

Predictors of Success and Preference for Full Online Distance Education: Insights Moving Forward the New Normal in Education

The study investigated the critical success factors (CSF) influencing the effectiveness of online distance learning delivery. Effectiveness was measured based on overall student satisfaction, intention to re-enroll, intention to recommend the school, and preference for online learning. The study utilized data from a total of 2,703 students, which accounted for 68% of the entire student population of a higher education institution in the Philippines. Students expressed their satisfaction with the school’s online services, including academic (learning outcomes and delivery), academic support, and student services. They regarded these services as indicative of quality, assessed through an instrument constructed from existing literature. A three-factor model was established through confirmatory factor analysis, and path relationships were scrutinized using covariance-based structural equation modeling with AMOS. Effect size analysis was used to confirm the regression weights and P-values. Results show that the delivery of learning had the most influence as a predictor of success and may be the only crucial factor for all indicators of success. Learning outcomes, academic support, and student services provided online did not show any significant effect or register any effect on all success indicators. The latter supports the premise that investing in ICT infrastructure and educational technology tools contributes, but it does not guarantee success. Moving forward, fully online distance learning, if designed appropriately, has the potential to become a prominent method of conventional education, rather than just a temporary solution during a crisis.

Teachers’ Articulation in Implementing Biology Laboratory Courses in an Online Distance Learning Mode

<p style="text-align: justify;">Biology laboratory courses (BLC) are designed to enhance and concretize students’ understanding of biology concepts. However, due to threats posed by the COVID-19 pandemic, education institutions were compelled to devise methods for teaching outside of laboratory structures and in a distant learning format. This phenomenological research explored the teachers’ articulation in the delivery of online distance learning (ODL) in BLC. Specifically, this study identified various methods and alternatives employed by biology teachers in conducting laboratory activities. Purposive sampling was used to select participants in survey, interview, and focus group discussion. The data were analyzed using thematic analysis. The study revealed that teachers articulate the delivery of online biology laboratory courses by employing different instructional practices in the three areas of learning experience: planning, implementing, and assessing stages. The results provide practical implications for the improvement of biology instruction and recommendations to support the delivery of flexible learning modalities during educational disruptions.</p>

A pedagogic evaluation comparing face to face and online formats of a multi-professional offender personality disorder (OPD) higher education training programme

PurposeThe aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.Design/methodology/approachIn Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.FindingsIn Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.Research limitations/implicationsFurther research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.Practical implicationsThis comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.Originality/valueThis paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

PROJECT LEARNDEMIC (Learning Assessment and Reading Development through Enhanced Modified Intervention and Collaboration)

The CoViD-19 pandemic has brought serious impact to the various sectors of society especially in education where teachers experience difficulties in the teaching-learning process with their learners. Due to lack of internet connection, teachers of Ansulag Elementay School opted to use modular distance learning delivery mode where learners have to answer every activity or learning task provided in their module at home and submit such to their teacher as scheduled without the usual teacher-learner interactions. This affect learners’ access to quality instruction that affect their learning outcome. Thus, the learning gap between the abilities that learners would have developed in the context of standard educational practice and their actual learning is significantly noted. In line with the 2021 National Reading Month was themed “Bawat Bata Bumabasa Sa Kabila ng Hamon ng Pandemya,” (Every Child Reading Despite the Challenge of the Pandemic) as per DepEd Memorandum No.348, s.2021, the innovators crafted a reading innovation which is the Project LEARNDEMIC (Learning Assessment and Reading Development through Enhanced Modified Intervention and Collaboration). This is aligned with ECARP- Every Child A Reader Program, 3Bs or Bawat Bata Bumabasa, the Regional Innovation banner program: LIBRO or Literacy Initiatives Bridging Reading Opportunities and the division banner program E-RENE (Enhancement of REading and Numeracy towards Excellence). All these initiatives is in support to the DepEd’s mission and vision as well as the regional mantra that every child a champion as per RM Order No.753 s.2021.

PROTOTYPING A WEB-PUBLISHED ACADEMIC ENGLISH COURSEBOOK FOR INDONESIAN PRIMARY SCHOOL TEACHER EDUCATION STUDY PROGRAM STUDENTS

This publication addresses the prototyping phase of a web-published academic English coursebook, which is exclusively designed and developed to assist the 6th semester primary school teacher education study program students at Universitas Negeri Makassar in learning academic English. Large-scale social restriction due to Covid-19 pandemic, which restricts any form of regular face-to-face meeting, and the fact that an English coursebook has not been developed yet at the locus of this study led the authors to set this as both an important and urgent goal to be reached through design-based research, which comprised (1) preliminary study; (2) prototyping; (3) assessment; and (4) systematic reflection. In prototyping the artefact, standard web programming languages including PHP, HTML, and CSS were synergized. The samples of this study were 5 classes consisting of 125 6th semester students majoring in primary school teacher education study program at Universitas Negeri Makassar, Indonesia. Through iterative cycle of prototyping, the findings of this study provide an ideal design of a web-published academic English coursebook exclusively addressed to solve a contextual educational issue detected in the locus of this research, as mandated by literature on design-based research. Besides, this publication discusses ideas of web design and development that work for academic English learning purposes. In addition, this publication also deals with the effectiveness issue of the web-published academic English coursebook in assisting non-English major students in learning academic English through online distance learning delivery mode. This publication theoretically contributes to the domain of teaching English as a foreign language (TEFL) and instructional learning design.

Experiences of Parents in Modular Distance Learning Delivery

This study aimed to explore the experiences of the twenty-seven (27) parents of the Grade six learners, as “More Knowledgeable Others” toward Modular Distance Learning Delivery at Cantilo Elementary School, Pamplona 1, City Schools Division of Tanjay. The qualitative method through phenomenological research was used. It is the method of discovering and structuring the meaning of human incidents through interviews with people involved in the real-life experience [1]. Purposive sampling was used as a sampling technique to recruit participants who can provide in-depth and detailed information about the phenomenon under investigation. Findings revealed that the 27 parents have expressed their insights and suggestions in support of the continuous delivery of modular distance learning in the School Year 2021-2022. Although there were some negative suggestions, despite the minority in scope these deserved the attention of all the stakeholders both in the school and the local government. The majority of the parent-respondents embraced and supported the modular distance learning modality so that the education of their children could be continued, facilitated, and assessed both by the teachers and parents. However, continuous assistance (material and non-material) from barangay officials and LGU officials has always been appreciated. Should the MDL be continued in the upcoming school years, the parents have expressed their all-out support as long as they will continually be guided and assisted by the school teachers and officials regarding the proper procedures for handling their children while learning at home.

Flipped classroom learning model: It’s effect on the academic performance of science students in the distance learning

This action research aims to assess the effect in the academic performance level of the SHS learners through the utilization of Flipped Classroom Learning Model in teaching earth and Life Science. Specifically, this inquiry aimed to: (1.) determine the competency-based performance levels of SHS learners in Earth and Life Science for the first quarter in the Learning Distance Modality; (2. ) find out the extent of acceptability of Flipped Classroom Learning Model interventions, innovation, and strategies to the improvement of learning outcomes in ELS in Distance Learning Delivery Modality and ;(3.) ascertain the effect of the implemented interventions, innovations, and strategies on the improvement of the learners’ academic performance in ELS. This study adopted the Descriptive-Evaluative method of research. It utilized descriptive survey questionnaire, and informal Interview. Purposive sampling design was used to determine the three hundred nineteen (319) students (males and females) from six Grade 11 classes of Don Servillano Platon Memorial National High School in Tinambac, Camarines Sur, Philippines. The data were analyzed and interpreted using mean, and frequency count. The data revealed that the competency-based performance levels of SHS learners in Earth and Life Science for the first quarter in the Distance Learning Delivery Modality was improved. The data for was generated from SF 9 and or SF10 of learners in for the first quarter. In line with the extent of acceptability of Flipped Classroom Learning Model interventions, innovations, and strategies to the improvement of learning outcomes in ELS in Distance Learning Delivery Modality gathered from the questionnaire in five-point Likert Scale have brought into varied rate. Most of the FCL interventions, innovations and strategies were highly accepted. However, the utilization of e- aklatan and e-assessment tool were accepted. These was accounted to the unstable internet signal in some remote areas.

COVID-19 Precautionary Measures and Practices for Delivering Modular Distance Learning

The purpose of this descriptive study is to investigate the safety precautions and delivery methods for the modular distance learning modality during the COVID-19 pandemic. This empirical study employed a quantitative approach and descriptive research design to address the research problem and questions. The respondents for primary data collection were the junior high school teachers who were identified through a referral sampling technique. The frequency count, percentage, ranking, and Chi-square test for homogeneity and independence were the statistical tools employed in the study. The alpha threshold for all inferential statistics was set at 0.05. The outcomes showed that the safety precautions in the modular distance learning delivery provided equitable and inclusive access to favorable learning environments. Teachers' evaluations of the methods employed in the modular distance learning program revealed that parents were urged to play a significant role as home facilitators. The data analysis revealed that there were significant differences in how the modular distance learning was carried out. According to the findings, there is no conclusive link between the prevention measures and the delivery of the distance learning mode. To strengthen this investigation, additional research is required with a larger focus and new factors.

A Capabilities Response to the Design and Delivery of Distance Learning for the Most Educationally Marginalized Children during COVID-19

The Transformational Empowerment for Adolescent Marginalised Girls in Malawi (TEAM) project provides complementary basic education to adolescents who have been left behind by the mainstream education system. Its students are primarily girls who face multiple intersecting barriers to learning, including disability, child marriage, motherhood, poverty, and harmful gender norms. Distance learning provided by the Government of Malawi during the COVID-19 pandemic relied on students proactively accessing centrally created lessons through technologies such as radio and the internet. In this field note, I argue that such an approach does not meet the needs of the most educationally marginalized children, who require holistic support to overcome barriers arising from their individual characteristics, available resources, and lived environment. I contrast the mainstream approach with the TEAM Girl Malawi response, which used a capabilities framework that led to three key innovations. First, a paper-based mode of delivery was complemented by in-person support from teachers. Second, the lesson content prioritized resilience and social-emotional skills as the foundation for learning, and teachers adapted a core curriculum to individual students' learning needs. Third, teachers' roles were expanded to include child protection and community engagement. I conclude this field note by identifying learning points based on students' experiences and learning outcomes, which demonstrate how future distance learning responses during a pandemic can be inclusive of all learners.

The Extent of Work Burnout on Distance Learning Delivery Modality: Inputs to an Intervention Program

The Extent of Work Burnout on Distance Learning Delivery Modality: Inputs to an Intervention Program

Learnings from Conducting an Online Lesson Study for the Online Teaching of Radian Measure

With the shift of learning modality from face-to-face to online distance learning, teaching Mathematics has been linked to new challenges and constraints. This paper investigates how radian measure can be taught via distance learning delivery modality. An Online Lesson Study was conducted, and the research lesson was implemented for first-year college students taking Bachelor of Secondary Education major in Mathematics at a state university in the Philippines. The recorded dialogues during the post-lesson discussion were transcribed and analyzed by the researchers. Through these processes, three themes emerged: (1) logistical issues in online teaching, (2) alignment of purpose and approach in online teaching, and (3) theoretical underpinnings for online teaching. Hence, online lesson study provides a venue for teachers to pursue professional development amidst the pandemic.

Parental Challenges and the Performance of the Primary Pupils Under Modular Distance Learning Delivery: An Input to Proposed Parental Orientation Guide

The study focused on determining the challenges of the parents in modular distance learning in new normal education and developing a parental orientation guide to help the parents in addressing the difficulties they are encountering in the new normal. The sequential explanatory mixed method research was utilized as an approach. There are 388 respondents who were chosen to answer through an online survey questionnaire and selected 10 participants were chosen through purposive sampling by which the participants share common experiences. The findings revealed a significant relationship between parental challenges in terms of instructional, personal, and parental involvement and the performance of the learners. The personal challenges predict singly and in combination with learning in a virtual setting the performance of the learners. There are suggested recommendations based on the results of the study, such as they may be equally prepared to educate their children at home even they are busy with their different schedules, may strengthen the collaborative work between the school and families through parent-teacher meetings, close monitoring, and facilitation that could encourage children to read. The themes that emerged from the testimonies of the participants were clustered into superordinate themes: (1) Why Can’t I Focus on Flexitime, (2) Parental Time Constraints, (3) Driven to Teach, (5) Compelled to Learn, (6) A Unique Child: Mood Setting, (7) The Power of Patience.

SCHOOL HEADS’ HUMAN RESOURCE MANAGEMENT PRACTICES, TEACHERS’ SCHOOL ENGAGEMENT, AND TEACHING PERFORMANCE

The main thrust of the study was to evaluate the school heads’ human resource management (HRM) practices in relation to teachers’ school engagement and teaching performance. The study employed a descriptive survey method. It was conducted among the 55 private elementary schools in the Division of Bohol using modified questionnaire checklists from Khan N. (2015), Klassen et al. (2012), and the Education Manpower Bureau (2003). The Spearman Rank Correlation Coefficient determined the relationship between variables, while the p-value tested the significance level. With the sudden shift in the educational landscape, school heads’ HRM practices, teachers’ school engagement, and teaching performance among private schools have not shown an interdependent relationship since their p-values 0.846, 0.103, and 0.178, respectively, are greater than the 0.05 level of significance. Teachers have independently performed their duties and responsibilities in the new normal setup regardless of the intervention of their school heads. School heads’ human resource management practices have not been associated with teachers’ school engagement and teaching performance. Hence, the researcher recommends that the Board of Directors (BODs), owners, and school heads of private elementary schools should maintain the high practice of the human resource management policies and procedures with more emphasis on the compensation and reward management and conduct of professional developmental activities for teachers regarding modular distance learning delivery modality. Moreover, teachers should maintain school engagement, focusing more on the issues they met in implementing modular distance learning, like student cheating. They should design an anti-cheating scheme regarding the answering of learning modules. Also, teachers should safeguard their mental health as they carry out their roles and responsibilities as curriculum implementers in the new normal. In terms of teaching performance, teachers should stress more on providing support to their students to ensure quality learning despite the absence of face-to-face interaction between them and their students.

Distance Learning Delivery Modalities and Problems of the Technology and Livelihood Education Teachers

This study determined the distance learning delivery modalities and what were the problems of the Technology and Livelihood Education (TLE) teachers in Barcelona District, Barcelona Sorsogon. The research utilized descriptive-survey method that determined the distance learning delivery modalities used by the TLE teachers. This also described the gathered data through an unstructured interview to determine what were the problems encountered along access to technology, Information and Communications Technology teaching integration, instructional materials, and administrative support. The research employed researcher-devised survey questionnaire as the main instrument used in data gathering. The respondents of the study were sixty-three (63) teachers in Barcelona District specifically teaching TLE particularly in the intermediate level-grades 4, 5, & 6 where TLE subject are being taught. The responses obtained were statistically treated with appropriate statistical tools and measures using frequency counts, and ranking. Furthermore, the data were evaluated, and interpreted that arrived at valid conclusions.

Assessment of the preparedness and acceptability for distance learning: A guide for an efficient distance learning

A shift in the mode of learning has shifted from face-to-face to online and modular learning, wherein the former has been utilized more. The fundamental goal of the research is to explore the experiences of students along with their recommendations to further improve the delivery of physical education online class using what gadget is the best and much more efficient base on their experienced. This study assessed the preparedness and acceptability of University of Makati (UMak) students with a bachelor’s degrees in physical wellness on distance learning. The study employed the quantitative method of research wherein the researcher used related research questions. The data were through the questionnaires. It served as a survey tool to draw facts about the preparedness and acceptability of University of Makati students with a bachelor’s degrees in physical wellness on distance learning. The respondents of the study bachelor’s degree in physical wellness students at the University of Makati. The researchers used the student’s evaluation as an instrument to complement the research questions in assessing the competency of gadgets used. Based on the results of the study, majority of the respondents are prepared for any distance learning, however, the reliability of the gadget and availability of connectivity at home are issues that need solution. Majority of the students with a percentage rating ranging from 88% to 95% accept the possibility of having distance learning as the method to be used by UMak-CHK department on the 2nd semester of 2021-2022. The result of the assessment of the readiness and competency of faculty in the delivery of distance learning will be used as a tool in the implementation of courses of action in preparation for the coming semester of AY 2021-2022.

497-P: Ten Years of the National Diabetes Prevention Program: The Effect of Interventions on Priority Population Enrollment

In 2010, Congress authorized the creation of the National Diabetes Prevention Program to build a nationwide delivery system for a lifestyle change program (LCP) proven to prevent or delay onset of type 2 diabetes. In 2012, the Diabetes Prevention Recognition Program (DPRP) approved its first CDC-recognized organization and in 2012 and 2017, CDC awarded funding to organizations (grantees) to increase enrollment of priority populations. In 2015 and 2018, DPRP Standards expanded approved delivery modes to include online delivery (2015) and distance learning and combined delivery (2018) . As of October 2021, the DPRP has received data from 2,200 organizations on 550,000+ participants ever enrolled in the LCP; this analysis is limited to participants who enrolled prior to 2020. From the end of 2017 to the end of 2019, total enrollment in the LCP more than doubled from 217,115 to 470,7participants. The proportion of participants who identified as Hispanic grew among grantee organizations (6.5% in 2017 to 15.7% in 2019) but remained constant in non-grantee organizations (2.3% in 2017 to 2.2% in 2019) . The proportion identifying as non-Hispanic Black varied across years but overall was higher among grantee organizations (19.9% in 2017, 20.5% in 2018, and 16.2% in 2019) compared to non-grantee organizations (12.0% in 2017, 12.4% in 2018, and 12.8% in 2019) . Between 2017 and 2019, 80-85% of participants identifying as Hispanic enrolled in in-person programs, compared to 11-16.5% in online, 1.1-1.7% in distance learning, and 1.8-2.5% in combination programs. Among participants identifying as non-Hispanic Black, 50.1-58.2% enrolled in online programs each year, compared to 35.8-41.8% in in-person, 3.0-8.3% in combination, and 0.7-2.0% in distance learning programs. These results suggest that enabling organizations to reach priority populations and tailoring delivery modes to each population are effective strategies to increase enrollment. Disclosure E.O.Landau: None. E.Ely: None.

DISTANCE LEARNING DELIVERY MODALITIES AND THE MATHEMATICS PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN BIÑAN INTEGRATED NATIONAL HIGH SCHOOL S.Y. 2021-2022

The sudden shift from face-to-face to distance learning platforms posed challenges to students and teachers in facing the new normal. As a response to this, schools offered two classifications of modality: modular and online distance learning delivery modality. The most common type of distance learning is modular learning where learners learn through printed and digital modules. In addition, students can use other platforms such as email, text messages, Facebook messenger, and alike, to ask for assistance from their teachers in answering their modules. While online distance learning requires the use of technology such as computers, webcams, mobile phones, and internet or data connection to access and conduct virtual classes during the specific schedule assigned through video recording or video conferencing in remote locations. Learners may face challenges due to their level and way of understanding, ability to communicate, and taking control and responsibility for their learning, both in terms of what they learn and how they learn it. It is also important to assess how students learn in distance learning through the quality of instructions given by their teachers, the way how they can communicate, and their ability to practice their autonomy over their study. Hence, it is essential to understand the relationship of these variables with the mathematics performance of the students in a distance learning environment. The study revealed that the mathematics performance of students who undergo online modality was high compared to the mathematics performance of students who undergo modular modality considering the transactional aspect of distance learning. It is also found that there is no significant relationship between the transactional aspects of distance learning and the mathematics performance of students in the online distance learning delivery modality. While the study found that the teacher?s instruction and student-teacher communication is significantly related and student autonomy is not significantly related to the mathematics performance of students in the modular distance learning delivery modality. The study suggests and recommends the school and teachers expand the strategies and techniques implemented during the transaction of distance learning. The teachers may improve the way how they deliver their instructions. It also suggests that teachers must be approachable and reachable to all students and let students properly explore and practice their autonomy over their studies. Future researchers may look for other factors that may correlate to the mathematics performance of students, especially in the conduct of distance learning.

Exploring para teacher’s strategies in developing pupil’s phonemic awareness in New Normal

This study examines the applied strategies of para teacher in developing the English language phonemic awareness of a first grader in the context of modular distance learning delivery modality. To develop such awareness, students should be able to master the tasks such as (1) phoneme isolation, (2) phoneme identity (3) phoneme deletion, (4) phoneme segmentation, (5) phoneme categorization, and (6) phoneme blending. This study concentrates on how the para teacher addresses all the six components of phonemic awareness and explores whether there are any additional elements that should be considered with English learners’ phonemic awareness development. In this case study, data were collected through semi-structured interviews, field notes from modular instruction observation, and phonemic awareness assessment results. The results from this case study imply that systematic teaching strategies are essential to consider with English learners’ phonemic awareness development. The findings of this study also disclosed that both para teacher and learner’s motivation is an essential component in teaching and learning phonemic awareness.