Modular Distance Research Articles

Challenges Encountered by School Administrators During the New Normal Education: A Phenomenological Study

The new normal education poses a great challenge to learners, parents, and other stakeholders and, more importantly, school administrators in delivering the new learning modality. This study explored the challenges encountered by administrators of integrated schools in the Division of Ozamiz City during the School Year 2021-2022. The phenomenological research design was used in the study, with nine school administrators as the participants selected through purposive sampling. An Interview Guide was used in gathering the data through face-to-face and virtual interviews. The Moustakas’ steps for data analysis were used in analyzing the data gathered. Results revealed four themes: lack of school preparedness for the new modality; difficulty in soliciting parents’ cooperation and involvement; communication and monitoring barriers; and the uncertainty of the effectiveness of modular distance learning. The study concludes that implementing the new normal education posed several challenges to school administrators as one of the forerunners of the new learning modality.

N/A School-Based Audio Clip Lessons in Social Studies for Modular Distance Learning

Modular distance learning (MDL) poses significant challenges to teachers, parents, and students in the delivery of quality education in the country. The study evaluated the effectiveness of School-Based Audio Clip Lessons in Social Studies. It is an intervention program proposed to address the learning issues raised by parents of Grade 1 to Grade 6 MDL students at a public elementary school in Rizal, Philippines for the school year 2020-2021. Mixed methods research was used in the study. Results showed that the Audio Clip Lessons in Social Studies had a positive impact on the MDL learners (average MPS = 1.627), with an emphasis on the intervention being implemented across all learning areas in the school. Furthermore, the parents strongly agree that the use of Audio Clip Lessons is significantly beneficial and necessary for their children's studies. Thus, it is recommended that the use of audio clip lessons be implemented for the next school year across all grade levels in all learning areas. In addition, it is also suggested that funds be allocated to produce high-quality audio clip lesson materials and that marketing materials be used to encourage other schools to sign adopt the program.

Performance of Grade 7 Students in Technology and Livelihood Education on the Issues Encountered in the Implementation of Modular Distance Learning

Performance of Grade 7 Students in Technology and Livelihood Education on the Issues Encountered in the Implementation of Modular Distance Learning

Game-Based Learning Strategies and the Vocabulary Performance of Selected Grade Five Pupils

Strategies for teaching vocabulary help students understand and remember the vocabulary they have acquired through their language learning experience as vocabulary learning is one of the most important elements in the advancement of language learning and communication development. All other skills such as reading, writing, speaking, and listening are vocabulary-based. Relative to this, the study aimed at determining the effectiveness of Game-Based Learning Strategies in improving the Vocabulary Performance of Selected Grade Five Pupils. A quasi-experimental design was used to establish a cause-and-effect relationship among the variables. This study involved the selected Grade Five Pupils from Paaralang Elementarya ng Tipas. Two groups from different learning modalities were tested: one group was under Modular Distance Learning and the other group was from Online Distance Learning. The administration of the pretest and posttest were vital in measuring the performance of the students before and after their exposure to Game-Based Learning Strategies. The results of the study showed that there is a significant difference between the pretest and posttest of the respondents before and after exposure to Game-Based Learning Strategies. The use of the Vocabulary Wheel for Modular Distance Learning and Travel around the “words” for Online Distance Learning were found to be effective in terms of improving learners’ word knowledge, word association, and word consciousness. On the other hand, no significant difference was found in the posttest of the respondents from Modular and Online Distance Learning. This finding supported the notion that both game strategies can be used in improving students’ vocabulary performance in the two modes of learning delivery. This study also emphasizes the need to take into account the positive effects of game-based learning strategies in improving vocabulary performance. Choosing games and activities to help learners learn vocabulary effectively requires careful consideration. Keywords: Game-Based Learning Strategies, Vocabulary Performance, Quasi-Experimental Design, Philippines

Performance of Grade 7 Students in Technology and Livelihood Education on the Issues Encounter in the Implementation of Modular Distance Learning

Performance of Grade 7 Students in Technology and Livelihood Education on the Issues Encounter in the Implementation of Modular Distance Learning

Performance of Grade 7 Students in Technology and Livelihood Education on the Issues Encounter in the Implementation of Modular Distance Learning

This study aimed to determine the performance of Grade 7 learners in TLE class specifically in cookery and the issues encountered in the implementation of modular distance learning. The descriptive method of research was utilized in this study. A researcher-made questionnaire was the main data-gathering instrument. Respondents were the 100 Grade 7 students of Dagatan Integrated National High School. The statistical tools that were used by the researchers throughout the study were simple frequency and percent counts, weighted mean, and Pearson Product-Moment Correlation Coefficient at a .05 level of significance. The respondents perceived issues encountered in using the learning module in terms of physical absence to great extent. While, the academic support, availability of instructional materials, learning process, learning space at home, feedback and monitoring, and assessment was perceived as moderate extent. The level of performance of respondents in terms of written works was at risk or below 75 while in terms of performance tasks they got outstanding grades. Based on the findings it was concluded that the hypothesis stating that there is no significant relationship between the perceived issues encountered in using learning modules and performance in TLE is not sustained with regards to the availability of instructional materials and feedback and monitoring of written works. Furthermore, the same conclusion was observed with regard to the relationship of the profile of the respondents in terms of gender to written works, and performance tasks. On the other hand, the rest of the variables under study were found not significantly related, hence the null hypothesis in this is reflected as sustained. Thus, it was recommended that the Department of Education may consider the findings of this study in the development of necessary academic materials. Similar study may be conducted focusing on other areas of TLE-Exploratory Course while addressing other problems and challenges met not only by the students but also by the teachers. Keywords: Modular Distance Learning, Exploratory, Modules, Performance, Technology and Livelihood Education (TLE)

Effects of Modular Distance Learning Approach to the Academic Performance of Intermediate Indigenous Peoples Learners in Puray Elementary School

Effects of Modular Distance Learning Approach to the Academic Performance of Intermediate Indigenous Peoples Learners in Puray Elementary School

Arow (Augmented Reality Overlaid Worksheets): Strengthening Engagement of Science Learners in Modular Distance Learning Modality

Arow (Augmented Reality Overlaid Worksheets): Strengthening Engagement of Science Learners in Modular Distance Learning Modality

Contextualized Recorded Video Lectures in Basic Trigonometry for Ninth Grade Learnersv

A world enemy, this time invisible, engendered a global shutdown. COVID-19 pandemic has wrought havoc specifically on the education sector, thereby leaving face-to-face teaching and learning suspended. Modular Distance Learning is one of the modalities and throughout its implementation, different challenges arose. This study developed Contextualized Recorded Video Lectures as a supplement material to the Department of Education’s self-learning modules and investigated the ninth-graders achievement level and perception of its implementation. Learners find video lessons to be a great help in their self-regulated learning. They perceived that contextualization of lessons through recorded video lectures makes learning easier, more meaningful, and relevant as reflected in their responses to the perception questionnaire which were then supported by a short interview. This study employed a mixed method of research that is a quantitative method with qualitative support. The achievement test was used to measure the learners' achievement level. The results revealed that thirty-three percent (33%) and eighty-six percent (86%) of the learners in the control and experimental groups respectively improved their achievement levels. Keywords: Achievement Level, ADDIE Model, Basic Trigonometry, Contextualization, Contextualized Recorded Video Lectures (CRVLs), Modular Distance Learning, Video-Based Learning DOI: 10.7176/JEP/14-3-10 Publication date: January 31 st 2023

Teaching in the New Normal through the Lenses of English Teachers

This study looked into the challenges that two Senior High School teachers of English and four Junior High School teachers who taught in a Schools Division in one of the cities in the Philippines encountered in teaching English to high school students, into their coping strategies, and into the insights they gained into such experiences vis-à-vis lesson preparation, lesson delivery, modular teaching modality, and assessment of students’ outputs in the New Normal during the School Year 2020-2021. Narrative research design was employed, and thematic analysis was used to identify, analyze, and interpret patterns of meaning within the data provided by the participants who composed the entire population. The findings reveal the following themes that were gleaned from the participants’ responses. As for the challenges the participants encountered, the following themes were obtained: (1) Preparing Learning Activities that Best Suit Students’ Needs; (2) Finding Ways and Means to Reach Out to Students; (3) Lack of Supervision Engenders Unanswered Retrieved Modules or Unreturned Modules; and (4) Ensuring the Authenticity of Students’ Answers. As regards the coping strategies the participants employed in dealing with the challenges they encountered, the following themes were derived: 1) Functioning at an Optimal Level by Engaging in Favorable Plans of Action; (2) Strategizing Ways to Promote Transfer of Learning; (3) Exuding Optimism and Providing Avenues to Facilitate Distance Learning; and (4) Making Room for Students to Submit Well-thought-out Outputs. With respect to the insight gained by the participants into the challenges they came up against and into the coping strategies they utilized to face up to those challenges, the following themes were attained: (1) Flexible and Enthusiastic Teaching Lead to Successful Lesson Planning; (2); Communication, Creativity, and Corroboration Foster Comprehension Amongst Students (3) Communication and Patience Cultivate an Environment Conducive to Modular Distance Learning; and (4) Devising a Course of Action for Evaluating Students’ Work is Propitious. Indeed, the teachers had the fortitude to face the difficulties that the New Normal brought and discovered that communication, creativity, corroboration, patience, and a plan for evaluating students' outputs could all contribute to effective teaching and learning.

Difficulties in Printed Modular Distance Learning: Scale Development and Psychometric Properties

Difficulties in Printed Modular Distance Learning: Scale Development and Psychometric Properties

Utilization of Different Learning Modalities in Teaching English in Secondary School: A Phenomenological Study

This research study delves into the lived experiences of high school students in a secondary school as they navigate different learning modalities in English language learning. The study aims to uncover the challenges, reflections, and interventions that arise during the pandemic period, the transition period, and the post-pandemic period. The research design employs descriptive phenomenology, which allows for an in-depth exploration of participants' experiences, while also employing thematic analysis to identify core ideas and themes. In the pandemic period, Modular Distance Learning (MDL) is the predominant modality, exposing students to challenges such as confusing lessons, difficulty in comprehending instructions, lack of English vocabulary, and communication barriers. Collaboration, critical thinking, and personal growth emerge as essential themes during this phase, with students using online resources for additional information and electronic devices for communication. Transitioning to Blended Learning in the transition period brings challenges related to language comprehension, transitioning between MDL and face-to-face (F2F) settings, complacency in MDL, time management, copying answers, and academic integrity. In the post-pandemic period, F2F learning offers immediate clarification and enhanced interaction. Challenges include initial unfamiliarity with activities, which is addressed by direct teacher communication and rapid grasp of activities through thorough instructions. The findings underscore the significance of communication, critical thinking, adaptation, and time management in English language learning across different modalities. The study recommends further research in comparative analysis of learning outcomes, long-term impact assessment, pedagogical strategies, teacher training, student perspectives, technology integration, and cross-cultural analysis. This research enriches educational practices and policy decisions, enabling effective English language learning in various learning modalities.

Parental Factors Affecting Student's Self-Concept and Academic Performance Amid Modular Distance Learning

Parental Factors Affecting Student's Self-Concept and Academic Performance Amid Modular Distance Learning

The Senior High School Student-Mothers in the New Normal: Understanding their Lived Experiences on Modular Distance Learning

Balancing motherhood and academic life are a difficult task - being a mother is a demanding role, and being a student is also demanding. With the advent of the new learning modality, specifically modular distance learning, SHS student-mothers face a whole new circumstance in addition to their existing dual roles. This case study explored the lived experiences of five senior high school student mothers in the modular distance learning. Participants met the inclusion criteria of a student mother, which includes (1) a student-mother under the General Academic Strand in a Public Stand-alone Senior High School of the School of the Schools Division of the City of Batac; (2) a working student mother and living with her child; and (3) willingness to participate in the study. Four major themes emerged in the participants' lived experiences, which include (1) struggles with dual roles, (2) learning challenges, (3) realizations, and (4) a strong support system. The findings revealed that the participants faced adversities and struggles as mothers and students and remained more steadfast and resilient in fulfilling their dreams of finishing their senior high school and receiving a basic education diploma amid the pandemic. Hence, the lived experiences of student mothers have established baseline data for developing educational programs and guidance services that can meet the needs of student mothers amid the pandemic.

Infographic Material as Supplementary Learning Tool in Advancing Scientific Knowledge of Modular Distance Learners

The study utilized descriptive-developmental research design through the use of integrated, adapted, and expert-validated survey questionnaires, pretest and posttest to find the effects of self-designed problem-based infographic material as supplementary learning tool in advancing the scientific knowledge of thirty (30) Grade 7 students in a public high school in San Pablo City. Modular distance learning related factors and the preferred multimedia resources of the respondents were obtained. Results showed that the problem-based learning stages – problem comprehension, curriculum exploring, and problem solving, and the infographic design elements – visual, content, and knowledge elements, were highly integrated in the developed infographic material. As to the overall acceptability of the problem-based infographic material, intellectual, life skills, and affective development were perceived to be acceptable. Scores of the respondents as to the scientific knowledge – content knowledge, procedural knowledge, and epistemic knowledge, were found to have increased after utilizing the material. Statistical tests of difference also reflected significantly on the scientific knowledge of the learners implying that the use of problem-based infographic material has improved the skills of the learners while no significant relationship to the intellectual, life skills, and affective development. This concludes that the acceptability of the problem-based infographic material partially affects the scientific knowledge of the students.

Learning Readiness and Level of Science Learning Outcomes in Modular Distance Modality

The study investigates the students’ learning readiness and their level of learning outcomes in the science subject during the modular distance modality. The descriptive-correlational design gathered relevant data to determine the relationship between learning readiness and the level of learning outcomes. Through a survey questionnaire, data were gathered from 273 Grade 11 students enrolled in a public High School during the School Year 2021-2022. Based on the results, the students are moderately ready in terms of self-knowledge, analyzing context, and activating knowledge. Similarly, they are also moderately ready in terms of designing learning pathways, clarifying knowledge, and apply understanding. Likewise, the respondents are at the level of moderately engaged in their learning outcomes in Science in modular distance modality as to knowledge in terms of content, process, and nature of science knowledge, and behavior and stewardship; as to skills in terms of science inquiry and self-efficacy; as to attitude in terms of interest and motivation. Finally, a significant relationship was found between learning readiness and the level of learning outcomes in Science in modular distance modality. These results suggest that knowing how learning readiness affects the level of learning outcomes in Science in modular distance modality can help to determine, develop and enhance self-learning materials that the learners may use in the distance modality.

Modular Distance Learning: a Phenomenological Study on Students' Challenges and Opportunities During Pandemic

Modular Distance Learning: a Phenomenological Study on Students' Challenges and Opportunities During Pandemic

Learners’ Home-Based Learning Activities and Academic Achievement in Modular Learning

The new normal education requires learners to be independent in the learning process without face-to-face instruction. This study determined the home-based learning activities in relation to the academic achievement of Grade 6 learners in Plaridel North District, Municipality of Plaridel, Misamis Occidental. The descriptive-correlational design was used in the study. There were 135 students who served as respondents, selected through purposive and convenient sampling techniques. The researcher-made Home-Based Learning Activities Questionnaire was used as a research instrument in determining the learners’ learning activities at home. Documentary analysis was made to determine the learners' academic achievement. Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Regression Analysis were used as statistical tools in analyzing the data gathered. Results revealed that the respondents had a very high engagement in home-based learning activities, and their academic achievement was generally very satisfactory. The level of engagement in home-based learning activities was highly influential to the learners' academic achievement. The efforts extended for modular distance learning can determine what learners can achieve academically.

Call Up Approach: An Intervention Program Driving Effects on Learners’ Performance in the Core Subject Areas

This study examined the effectiveness of CALL UP Approach, Teachers’ Calibrating action for Lifelong Learning to Upstage Pandemic, on pupils’ performance specifically in English, Mathematics and Science. CALL UP Approach is an intervention strategy formulated by the teacher and employed during the Modular Distance Learning; a modality implemented during the occurrence of Covid 19 pandemic. The quasi-experimental method of research was employed to investigate the effectiveness of CALL UP Approach to improve learners’ performance in English, Math and Science. This pre-posttest design makes use of two group of learners with almost similar characteristics. The learners were divided into two groups to compose the control and experimental groups. The control group were subjected to the usual treatment. Meanwhile, the experimental group were subjected to CALL UP Approach composed of home visits, small group community teaching, scaffolding and feedbacking. The results yielded significant difference on the mean gain score between the control and experimental groups implying that the CALL UP Approach is more effective in improving the pupil’s academic performance in English, Math and Science than the previously available learning model of delivery. The Call Up Approach as an intervention program is found effective to improve the learner’s academic performance as revealed in this study.

EXPERIENCES IN THE IMPLEMENTATION OF MODULAR DISTANCE LEARNING EDUCATION: THE CASE OF BUSINESS AND ACCOUNTING STUDENTS AT JOSE RIZAL MEMORIAL STATE UNIVERSITY

The study was conducted to determine the experiences of students with modular distance learning education, in terms of instructional delivery, assessment procedures, and facilitation and support services. An explanatory sequential mixed method of research design and approach for data collection was employed in which quantitative data were gathered using survey questionnaires and qualitative data were obtained through the conduct of an interview. The mode was used as it was the most appropriate measure of central tendency. A content qualitative analysis was further used from the interview. Results revealed that students both have positive and negative experiences with modular distance learning education. The former includes the opportunity to study and work at the same time, to develop self-independence, discipline, and good time management qualities, the excitement of learning how to study without too much reliance on the instructors and having the opportunity to study in the most flexible and convenient means possible. On the other hand, challenges were also encountered along the way, and these include difficulties in retaining and understanding the topics presented in the modules, unstable internet connection, laziness and time mismanagement, environmental and social media distractions, lack of motivation, assistance, and feedback from the instructors. Collaborative learning was found to be useful and effective for most of the respondents. Recommendations include providing comprehensive and self-explanatory learning course materials, prompt instructor feedback, constant support and monitoring from parents, training for the assigned teachers, and responsibility awareness on the part of the students.