Modular Distance Research Articles

Digital Modular Distance Learning of Early Childhood Education Learners: Status and Challenges Amid the Covid-19 Pandemic

Abstract This study was conducted to determine the adequacy of instructional materials and the level of best practices in utilizing digital modular distance learning in identified schools in Midsayap, Cotabato. The study utilized the Mixed – method. There were 70 teachers and parents who served as respondents. The data gathering tools used were the researcher-made questionnaire and interview guide. The findings revealed that in terms of the availability of IMs for teaching EC learners, it was found “less adequate” as responded by the respondents; on the level of best practices in the utilization of IMs, as perceived by the teacher respondents, they have shown best practices on the well – being of the learners, strategies, and methodologies used in teaching and assessments of learning. A significant relationship was found between the profile of the teacher-respondents and the level of practice in the utilization of IMs when grouped according to the type of school and age. Likewise, found a significant difference between the teachers and parents on the availability of IMs in teaching. During the interview for teachers, themes were formulated, such as flexibility struggle, time management, internet accessibility, computer literacy, and communication barriers. For parents, themes were adaptability struggle, time management, and pedagogical methodology. Based on the findings, it is concluded that the teachers must acquire needed IMs in teaching to develop different skills and levels of practice in utilizing IMs. To address the problems encountered, an action plan was formulated for implementation.

Project GOALS: Enhancing Student Learning Using Improved Monitoring Tool in Modular Distance Learning

This study purposefully focused on the use of improved monitoring tool to enhance students learning in modular distance education. The researchers used quantitative methods to compare the level of student learning in the third quarter and fourth quarter using academic grades, such as descriptive statistics, and the paired t-test to determine the significant difference of the performances. The one hundred ninety-two (192) students were chosen using the purposive sampling technique. The results showed that the learners' scores after using the enhanced monitoring tool were higher than their scores prior to the program's implementation, with the learners the learners obtained an average grade of 86.31 (SD = 5.640) while in in the fourth quarter, learners obtained an average of 87.92 (SD = 5.619). The difference was found to be significant with a P-value of 0.0001, which is significant at p > 0.05. In this sense, the improvement in scores was tested significant, and there was enough evidence to claim that the enhanced monitoring tool had a significant influence on students' performance. The study was confined to evaluating the effectiveness of an improved monitoring tool of grade 12 students' learning through modular distance learning at Gen. Emilio Aguinaldo - Bailen Integrated School during the academic year 2021-2022. This study would help teachers better understand the importance of monitoring tools for students’ progress. It can be a good reference in school to monitor a modular distance learning environment, where students may not have the same opportunities for in-person interaction with their teachers.

Transition and adaptation from modular distance learning to face-to-face classes from the lens of educational frontliners

Transition and adaptation from modular distance learning to face-to-face classes from the lens of educational frontliners

Inquiry into Teachers' and Parents' Experiences of Radio-Based Instruction and Modular Distance Learning in Early Childhood Education

This study examines the perspectives and experiences of educators and caregivers regarding radio-based instruction (RBI) and modular distance learning (MDL) in early childhood education. Semi-structured interviews with 10 parents and 6 kindergarten teachers in the Bay Sub-Office, Laguna, Philippines revealed significant challenges in access to technology, parental involvement, and socio-emotional development of learners. The findings underscore the need for clear instructional guidance and accessible resources. The study concludes that guardians’ participation, engagement, instructional clarity, and material accessibility are crucial for effective remote learning. As a result, the RADIO model and a comprehensive course outline were developed to address these needs, emphasizing resilience, collaboration, and inclusivity. Recommendations include enhancing technological infrastructure to ensure equitable access, implementing customized parental education programs, integrating socio-emotional learning (SEL) into the curriculum, providing targeted professional development for educators, and establishing continuous research and evaluation mechanisms to adapt strategies effectively. These recommendations foster an inclusive and dynamic educational ecosystem, enhance early childhood education and ensure quality remote learning experiences.

Modular distance learning: Exploring the study habits and academic achievements of state-funded elementary school learners

Modular distance learning: Exploring the study habits and academic achievements of state-funded elementary school learners

Maintaining Academic Integrity and Validating Student Outcomes

The experiences of English teachers in learning assessment in the modular distance learning modality provide valuable insights into the assessment trends and interventions needed to improve student learning. This study delved into the experiences of English teachers in learning assessment in the modular distance learning modality as a precursor to understanding the assessment trends and interventions in the Department of Education, Division of Bohol, and Tagbilaran City for the school year 2021–2022. A narrative research design was used to understand the experiences of ten (10) purposely selected English teachers from public schools in Bohol and Tagbilaran City Divisions in English assessment in the modular distance learning modality. Semi-structured interviews were conducted to collect data, which was then analyzed using thematic analysis. Results revealed that the selected English teachers in Bohol have been using various assessment tools, methods, and feedback mechanisms during the implementation of modular distance learning. These include diagnostic, formative, and summative assessments and traditional and alternative assessment methods. Teachers have also used multiple feedback mechanisms, including written, online, in-person, and multimodal feedback. To maintain academic integrity, teachers have been providing clear guidance and support to students, avoiding bias and favoritism, and using specific criteria for evaluation. The study also found that teachers have faced challenges in ensuring academic integrity, overcoming logistical and communication barriers, and adapting to new instructional and assessment methods. However, they have demonstrated resilience by aligning their assessment tools with the Most Essential Learning Competencies (MELC), utilizing innovative feedback mechanisms, and promoting academic integrity. The study concludes by recommending that teachers adopt a flexible approach to assessment, promote the alignment of assessment tools with the MELC, encourage multiple feedback mechanisms, promote academic integrity, and provide support and resources to teachers.

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.

Parents as Teachers in Modular Distance Learning: Relationship of Parenting Style and The English Academic Performance

The purpose of this study was to examine the pupils’ parenting style and their English academic performance during modular distance learning in select two schools in Alamada, Philippines. More so, the study even explored the relationship between socio-demographic characteristics and English academic performance and the relationship between pupils’ parenting style and English academic performance. The researchers chose one hundred twelve Grade VI pupils through stratified random sampling with proportionate allocation. An expert-validated survey questionnaire was used to identify the parenting styles utilized by the respondents, while their English-accumulated grades served as the basis of their academic performance. Based on the result, the majority of them are 10-12 years old, male, Ilonggos, and have parents with high school education. It further revealed that the parenting style experienced by the respondents is authoritative. More so, the English academic performance of the respondents was satisfactory. It also revealed that sex, age, parents’ educational attainment, and the English academic performance of the respondents have a significantly weak relationship. More importantly, the study revealed a significant yet weak relationship between the respondents’ parents’ authoritative and neglectful parenting style and the respondents' academic performance in English. The findings suggest that incorporating authoritative parenting during modular distance learning positively influences the English academic performance of the pupils, emphasizing the importance of parental involvement in shaping educational outcomes in this mode of learning. It is then recommended that parents as teachers should be careful about their parenting style since this ultimately affects their pupils’ academic performance.

Lived Experiences of Novice Secondary School English Teachers in the Implementation of Modular Distance Learning in the Philippines

As COVID-19 forced schools to shift to distance learning, the modular approach, in particular, became the most viable option for the continuity of learning. However, these sudden changes also brought unique experiences to novice teachers. This study explored the lived experiences of novice secondary school English teachers (NSSET) in Tagum City in implementing modular distance learning (MDL) in the context of the pandemic. Phenomenological inquiry based on Bronfenbrenner's ecological theory was used to explain the experiences of the eight (8) participants. Using validated researcher-made interview questions, virtual in-depth interviews were conducted. Through Braun and Clarke’s (2006) six-step framework, themes that emerged, categorized into five echelons, are as follows: poor cooperation of parents and students, and productive collaboration with colleagues and immediate heads; overwhelming pressure from external sources, and taking direction from others’ influence; perpetual communication breakdown, and confronting challenges in the delivery of modular learning; meeting society’s expectations; abrupt adjustment to the new normal. These shape the experiences of the NSSET in conducting MDL in the new normal. However, the poor cooperation of parents and students poses the most significant experience for the NSSET. Notwithstanding, novice teachers navigated successfully through these experiences brought about by implementing MDL amid the pandemic.

Distribution and Retrieval of Modules

This is a quantitative descriptive study that determines the implementation level and challenges of the distribution and retrieval of modules at Don Gregorio C. Yumul Sr. Elementary School in terms of safety measures, organizing the learning modules, and the process of implementing modular distance learning in the academic year 2022. A survey questionnaire was used to determine the different experiences in the distribution and retrieval of modules. This study was conducted in Don Gregorio C. Yumul Sr. Elementary School with one principal and fourteen teachers, for a total of fifteen teachers from October to March of school year 2021-2022 respectively. In terms of safety measures and organizing the learning modules it has a positive result feedback from the respondents as they were responsible when it comes to their health and the people around them. The implementation level in terms of the process of implementing modular distance learning shows that every teacher ensures that the learners understand the module given to them and that they make sure to tack and monitor every learner's accomplishment despite the learning mode, thus, the hypothesis is rejected and interpreted as significant. It is recommended that the teacher should always remind or give clear instructions to the parents on the activities that the learners should do, and by retrieving the modules on time, the teacher must have active communication with the parents/guardians and also create other strategies or plans for how they can monitor the process of implementing the modular learning.

Trends and Practices of Araling Panlipunan Instructions in the Schools Amidst Covid-19 Pandemic: Input for Technical Assistance

This action research determined the implementation of Araling Panlipunan Instructions in the schools amidst the COVID-19 pandemic. The study aimed to discover the profile of the participants; the trends and practices of teachers in the new normal; the challenges and issues encountered in the absence of face-to-face classes; and solutions utilized by teachers in addressing the situations affecting the instructions. The participants in the study are the teachers of elementary and secondary schools. The researcher used the descriptive survey method and frequency for the interpretation and analysis of the data. The survey tool was validated by twenty non-respondent teachers from select schools before it was administered via Google link to one hundred- six respondents. An interview and focus group discussion also was conducted to collect more information and validate the gathered data. Based on the results, the findings revealed that the majority of respondents were female, teachers utilized modular distance learning, attended the training in lesson planning, modular and online distance learning, and joined learning action cells. The teachers utilized learning modules, worksheets, videos, and manuals as learning resources. The respondents utilized the formative and summative tests, actual performance and skills tests, and portfolios, as assessments. The use of films and photographs, pictures, globes and maps, and problem-solving were the most common approaches in handling their classes. The most common problems encountered were the distance of learners’ houses, parents answering self-learning modules, poor internet connection, late submission of learners’ output, assessment of learners’ performance, and non-completion of activities. Although there were problems, the teachers strategically applied the best practices such as strong collaboration, parents’ orientation, open communication, access to free wifi providers, simplified activities for learners, giving feedback, and conducting a home visitation to help the learners during the pandemic Keywords: instructions, trends and practices, challenges, strategies, specialization, pandemic, new normal, assessment, modular, online kumustahan, learning delivery

Challenges and Alternatives of Parents as Home Learning Partners in the Implementation of Printed Modular Distance Learning

Because of the risks posed by COVID-19, most public educational institutions have implemented printed modular distance learning instruction. The purpose of this study was to determine the challenges and alternatives faced by parents as they performed their role as home learning partners during the last two quarters of the school year 2020-2021 using the printed modular distance learning modality. It also sought to investigate the suggestions of parents as home learning partners. The study used an exploratory descriptive qualitative (EDQ) approach. It included fourteen parents from a public elementary school who were purposively chosen. In-depth interviews (IDI) were used to gather information. The different themes were identified through inductive coding. The study found that parents face the following challenges: lack of electronic gadgets, difficulty explaining/teaching, insufficient time, non-conforming modules, and an inconsistent schedule for SLM distribution. To fulfill their responsibilities, parents have employed a variety of coping strategies, such as effective time management, the use of ICT, approaching MKOs, motivation through a reward system, and spoon-feeding. Although parents considered various options for fulfilling their role as home learning partners, most participants preferred to unburden themselves by returning to in-person classes. To reduce their workload, parents suggest the following: (1) a free mobile phone for parents who do not already have one, (2) a free Wi-Fi zone, (3) module updates, and (4) monthly distribution of self-learning modules. Being a home learning partner imposes an additional burden on parents. It is suggested that the government or school work with other government agencies or non-governmental organizations to implement parents’ suggestions. Keywords: challenges, alternatives, home learning partner, modular distance learning

Learners’ Interests, Attitudes, and Compliance to Modular Distance Learning During Pandemic

Students and teachers no longer engage in face-to-face instruction; instead, they follow the Basic Education Learning Continuity Plan (BE – LCP). The majority of schools have adopted the Modular Distance Learning modality, which allows students to study at their own pace. Thus, this study looks into the compliance, interests, and attitudes of 100 Senior High students who participated in modular remote learning. A survey and deductive topic analysis were used as research tools. In order to gather information about their study habits, interest, attitudes, and compliance with the learning modules, they were requested to complete an original survey questionnaire. The study's conclusions demonstrated that the modules' lessons' comprehension, complexity, and presentation all work to maintain respondents' attention. The learners' environment and parental support allow them to keep a positive outlook throughout the process. The students complied with requirements, completing assignments with less oversight and even forgoing sleep when necessary to do some assignments right away. The findings showed that rather than whining, students always tried their hardest to complete their assignments. This required them to adapt to a completely different style of learning. Every student is a unique individual with unique skills and interests, and our goal is to support each learner's independence and ability to think for themselves. This keeps parents informed about their children's endeavors and can offer resources, support, and encouragement. The government may help students by stepping up and virtualizing already-existing programs, as well as by enlisting the help of other organizations to organize joint activities that will enhance the current mode. This study is crucial because it will act as a foundation for future enhancements to the current curricula at the schools and policies on the use of modular distant learning.

LINGAW ANG BATA: A MODIFIED LAS TO ADDRESS PUPIL’S LEARNING DIFFICULTY IN THIS MODULAR LEARNING

The Covid-19 pandemic has caused a historical disturbance in the delivery of education in the Philippines. Pupils were only given a modules. The major purpose of this study was to determine the effectiveness of modular distance learning modality to the Academic Performance of Students on its more than a year implementation. So, this has lead the way for the implementation of Lingaw Ang Bata: A Modified Learning Activity Sheet as an urgent response to assure continuity of education. This study address pupils learning difficulty in this modular learning before and after employing the Lingaw Ang Bata: A Modified LAS. The researchers use the qualitative interview as the main instrument in research design. Furthermore, an interview was conducted to get the responses of the respondents on how the program helped them in improving their learning difficulty in modular learning. The study revealed that before employing the intervention, the gain score of the students is low. On the other hand, after employing the intervention, the learning difficulty in each competency reached Closely Approximating Mastery. In addition, the respondents mentioned that this program helped them utilized the LAS that was made easier to let them explore, discover and increase their level of understanding in answering the Science competency in quarter 1 providing us with different methods and strategies to make it easier for them on how to use them effectively. Moreover, it is recommended that Lingaw Ang Bata: A Modified LAS should be utilized by the Science teachers in schools especially the Grade 5. KEYWORDS : Modified LAS, learning difficulty, modular learning, pre-test, post-test, MPS

Reading Performance of The Grade II Pupils in the Different Teaching Approaches

This study aimed determine the level of reading performance of 210 Grade 2 pupils of Sta. Cruz District, Division of Zambales using Marungko Reading Approach and Phonic Reading Approach.
 The researcher utilized a quantitative descriptive research design and comparative study which helped the researcher collect information that best describe the existing problem by asking respondents of their perceptions about the strategies of teachers in improving the reading preparedness of Grade 2 pupils during modular distance learning.
 The study revealed that the level of pupils’ reading performance using the Marungko Reading Approach was outstanding while excellent in the use of Phonic Reading Approach was excellent. The level of pupils’ reading difficulty using both the Marungko Reading Approach and the Phonic Reading Approach was very easy. The level of pupils’ reading performance using the Marungko Reading Approach and Phonic Reading Approach has no significant difference. The level of pupils’ reading performance using both the Marungko Reading Approach and the Phonic Reading Approach has significant relationship to their academic performance in English and Filipino.
 Based on the summary of the investigations conducted and the conclusions arrived at, Teachers use the Marungko Reading Approach and Phonic Reading Approach to improve the reading performance of pupils. Teachers should develop reading program and activities responsive to pupils who are facing difficulty in reading using the Marungko Reading Approach and Phonic Reading Approach. Teachers should seek support from stakeholders for the provision of reading materials appropriate to the garde of pupils. A follow up study may be conducted to validate the results of this research by extending the study in other schools or districts. Teachers should develop reading materials such as strategic intervention material appropriate to the level of pupils using the Marungko Reading Approach and Phonic Reading Approach.

Development and Validation of Micro-Lecture Videos as Learning Support Material for Grade 7 Science Competencies

As students opted for modular distance learning during the pandemic, they were forced to self-regulated learning with little assistance from teachers. Video lectures are materials commonly designed for active learning methods in distance learning. However, studies found that the length of videos has a strong influence on students’ control over their learning. Longer videos have issues sustaining students’ focused attention to content. This study aimed to develop, validate and evaluate the quality and effectiveness of micro-lecture videos in Physics. Using the developmental research design anchored on the ADDIE model, 7 videos were developed. Videos were quality assured and administered to grade 7 students for evaluation, and feedbacking. Using a developed instrument, an LRMDS standard evaluation tool from the Department of Education, and thematic analysis, quality assurance results, test scores, and interview transcripts were gathered and analyzed statistically and thematically. Results show that despite limited engagement, video lectures are vital so students are guided to self–regulate their learning at their own pace. They also brought positive outcomes, particularly on ownership of learning where students manage and control the pace of their video view, allowing them to replay anytime. On the quality of materials, micro-lecture videos have relevant, logically arranged information, with appropriate content and language that are free of bias. They also have a well-defined purpose, are content-friendly, and can engage viewers for a better understanding of concepts. Moreover, end-users responded that the material was easy to use, can be viewed in messenger, and can be downloaded anytime since it has a smaller file size.

Involvement of Working Parents in Students’ Academic Achievement: Basis of Support Programs

The study aimed to determine the level of involvement of working parents and the level of seriousness of the problems they encountered in modular distance learning. It sought to test whether there is a significant relationship between the academic achievement of the students and their parents’ level of involvement. This study utilized a descriptive-correlational research design with a questionnaire as a data-gathering tool. Results show that working parents are highly engaged in the new learning modality while their children manifested a satisfactory level of academic performance. The relationship between the overall level of parents’ involvement and level of academic achievement was found insignificant, but coaching and tutoring, and monitoring students’ compliance flagged a significant relationship with academic achievement. A set of programs was proposed to address problems experienced by parents such as poor internet connection, insufficient resources at home, unclear instructions in the self-learning modules, and distraction from gadgets.

Managing Modular Instruction and Students' Learning Outcomes

This study was conducted to determine the level of management of modular instruction in relation to the student’s learning outcomes. The study was conducted among 31 teachers, 12 school heads, 55 parents, and 191 Grade 10 students in Paquito S. Yu Memorial National High School of Lower Timonan, Dulop National High School of Dulop, Dumingag National High School, all of Dumingag Zamboanga del Sur during the School Year 2021-2022. This study used the quantitative-correlational research design. The descriptive statistics included the use of weighted average mean, standard deviation, frequency and percentage distribution; and inferential statistic were done using Kruskal-Wallis test, Spearman-rho correlation and t-test of r using SPSS and online data analysis calculators. The findings revealed that the respondent schools are highly equipped with educational technology to support modular instruction, have modules downloadable through the DepEd websites. The schools have sufficient financial support and material resources and it is properly utilized to sustain the massive reproduction of Self-Learning Modules (SLMs). Teachers were highly trained to manage modular instruction including the preparation of the contents, printing, distribution and assessment. They were also provided with adequate trainings to enrich their content knowledge with integration of educational technology. The contents of the self-learning modules were not only limited to the minimum essential learning competencies, rather it is enriched with in-depth discussions of concepts, visual illustrations, links for demonstrations and short videos. Moreover, the study concluded that the four groups of participants have similar perceptions on the level of management of modular instruction. Most of the student participants have satisfactorily achieved the minimum essential learning competencies in their English subject during the second quarter. The empirical evidence pointed out that even if the schools have highly evident provisions of technology and highly trained teachers, the students’ learning outcomes may not be very impressive. Finally, the study recommends that the Department of Education should allocate an additional budget for modular distance learning modalities; provide teachers with laptops, ensure reliable internet connectivity, provide assistance to teachers, design enhancement activities to improve students' learning outcomes; and encourage parents to support their children. Future researches should focus on the effect of modular instruction on higher-order thinking skills.

Feedback Mechanisms of DepEd English Teachers in Modular Distance Learning: A Case Study

With the shift in the educational setting from traditional classrooms to online learning for most countries and modular distance learning in the Philippines, giving feedback to the students proves to be a challenge. Research conducted during the COVID-19 pandemic, whether online or through modular learning, only included feedback as a part of the problems encountered, not as the main aspect of the research. Thus, this study explored the nature of the feedback practices delivered by English DepEd teachers to their students through modular learning. Moreover, this is primarily concerned with the teachers' experiences and methods of developing feedback for their students in this modular distance learning scheme. The study employed a qualitative research design, utilizing a single explanatory case study. The study involved eight public English high school teachers and was conducted in two public secondary high schools in Leyte. The data was collected through an interview protocol, analysed using thematic analysis, and validated through triangulation. The findings of this study revealed that explicit error correction through annotation and positive feedback through commendation are the only feedback mechanisms/corrections used by the English DepEd teachers on their modular instruction. While these practices address some of the problems in English learning through modular distance learning, it is observed that they are severely limited by internal and external factors from both teachers and students. 
 
 Keywords: Feedback Practices; modular learning; teachers’ experiences and method; error correction; and positive feedback.

Exploring the Experiences of Teachers in Delivering Education amid the Pandemic: A Phenomenological Study

The COVID-19 pandemic caused drastic changes in the educational system, compelling public school teachers to adopt new learning modalities. While several studies explored what teachers experienced during the global health crisis, there had been a dearth of studies focusing on teachers handling learners who had just transitioned from the elementary to the secondary level of education. This study explored the lived experiences of fifteen Junior High School teachers teaching during the pandemic period. It was conducted in Tambulig District, Division of Zamboanga del Sur. The phenomenological research design was used, and the participants were selected through purposive sampling. An Interview Guide was utilized to gather the data that were analyzed using Moustakas' method of data analysis. The interviews conducted with the participants yielded several themes describing their experiences. The teachers had to deal with the limitations of modular distance learning during COVID-19, especially since the global health crisis was unprecedented. Not only the learners were unprepared for the abrupt change from the face-to-face instruction but even the teachers themselves. Nevertheless, the inadequacy of training for distance learning pushed the teachers to adopt modalities that could foster the continuity of education amid challenging times. They also innovated their instruction to compensate for the absence of physical interaction that traditional classes offered. Notwithstanding the limited training on distance learning, the teachers demonstrated commitment and resilience to engage in remote teaching. They forged professional collaboration and sought professional upgrading to teach effectively through remote means. The study concluded that the teachers were committed and dedicated to their teaching profession by overcoming the challenges experienced. Thus, school administrators need to upgrade the school facilities, innovate their learning materials, and expose teachers to various professional activities and training to make them better equipped and prepared with the knowledge they can use during the most challenging times.