Chapter 4

PRESENTATION AND ANALYSIS OF DATA

Part 2: QUALITATIVE DATA ANALYSIS

This part of the study presents the findings on the data collected from the Qualitative part of the

research questionnaire. Responses in the open-ended questions were the main source of data

supplemented by online research.

Perception of Teachers on the Implementation of Modular Delivery Modality

Difficult. Teachers find the MDM implementation difficult due to several factors which include

uncooperative parents, inadequate resources, incomplete answers in modules which, on the part of the

students, results from insufficient time to answer the multiple activities in all learning areas. Though not

including all, there are parents who do not cooperate. The term ‘cooperate’ in this context either means

that parents do not come to school to get the modules of their children, or refuse to answer messages,

phone calls, or other means of communication conducted by the teacher. The main reason for the

passivity of parents is poverty. The time spent in getting and returning the modules are used instead to

find means to feed their family mostly through working in the sugarcane fields. In a study on the

correlation of academic performance and the child’s academic status, Role (2012) concluded that students

whose parents belong to high economic status and higher educational level tend to perform better

academically. The failure of parents to get the modules of their children leads to the lagging behind of the

learner, which in turn requires the teacher to conduct home visitation and provide remedial activities to

enable the latter to catch up with the competencies.

A large percentage of parents religiously acquire and return the modules and activity sheets of

their children. However, upon checking the outputs, teachers find out that there are modules with
incomplete answers. This means that the learner was unable to meet the competencies which the SLMs

intend to give, thus, learning did not take place. It is expected that modules are to be returned with

complete answers since students and their learning facilitators are tasked to get in touch with the teachers

in case they need assistance in understanding the lessons.

The inadequacy of both resources and time contribute to the to the difficulty which the teachers

encounter in the implementation of the MDM. The main task of teachers for the successful

implementation of this modality is the reproduction of modules. Each module is composed of an average

of ten pages. When multiplied by eight subjects and the number of enrollees per class, the reproduction of

SLMs utilizes a sizable amount of resources which are mostly bond papers and printer ink. In order to

distribute the modules on time, teachers provide the needed supplies at their own expense.

Stressful. Stress is defined as our body’s reaction to pressure from certain situation or event. It can be

physical, mental or emotional reaction (Bhargava, 2020). The demands of the MDM, being new to the

majority of teachers, causes them stress. The eagerness of parents and learners to answer the module at

the beginning of the first quarter was evident based on the promptness in getting and returning the SLMs

as well as the quality of answers given. However, as weeks go by, the repeated tasks in the modules have

lessened the enthusiasm of learners to accomplish the activities. Activities are oftentimes submitted with

incomplete answers. Likewise, the parents’ promptness in the weekly distribution and retrieval of their

children’s SLMs have lessened. Complaints have been aired that parents are experiencing pressure in

performing their tasks as learning facilitators. Once again, teachers fill in the gaps through provision of

encouragement for parents and learners, regular communication, follow-ups and constructing special

activities that suit the learners’ level and context.

Ancillary services of teachers remain the same during the new normal. Undertakings that come

with these ancillaries are still expected to be complied. Added to these are the tasks needed in the

implementation of MDM. The overwhelming workload and insufficient time to accomplish all these

works are among the stressors. They have to make major adjustments of their time so that work will not
pile up. Moreover, the sudden changes of decisions and policies from the higher offices add to the

pressure.

Unprepared. It is safe to assume that all sectors in the government are unprepared about the pandemic

and the new normal situation. The Department of Education, as one of the most affected sectors, did its

mission to deliver services so as not to deprive the learners of their rights to quality education. However,

as this is the first time that MDM is used on a large scale, abrupt measures were taken. The teachers as

frontliners in education have encountered several changes in implementation policies and instructions

from the higher offices. They were expected to fill the gaps in education through module writing and

reproduction, information dissemination, coordination with parents and providing remediation to learners

who lag behind. Moreover, soft copies of the modules in some learning areas are not readily available

which prompts the teachers to double time in printing them.

A study on teachers’ perceptions towards readiness of school in distance learning (Alea, et.al.,

2020) concluded that teachers expressed their readiness to switch to distance learning education;

however, they felt hampered due to lack of facilities, equipment, and capacity building for distance

learning education.

Costly. The insufficiency of printing supplies and equipment provided by the school, along with the

pressure to distribute the modules on time pushes the teachers to provide from their salaries the

necessities in module reproduction, e.g. printers, inks, bond papers, staplers and staple wires. Considering

the cost of these necessities nowadays, the provision of these resources is another hurdle for teachers. It is

noted that not all teachers are affected with this concern as there are also schools which provide all the

necessary materials for module reproduction.

Ineffective. Teachers perceive the modular learning modality as ineffective in producing learners

described in the mission, vision and goals of the Department of Education. This is because most of the

topics in key subjects such as Mathematics and Science can only be understood by the average learner in
a face-to-face discussion. Science experiments need materials and chemicals which may not be found at

home, making the learner unable to perform the experiment. Likewise, topics in Technology and

Livelihood Education (TLE) are better absorbed with hands-on activities. The learner must be supervised

while performing hands-on activities at home to ensure the learner’s safety and that the activity is done

correctly. Parents as learning facilitators are ill-equipped with the knowledge all the knowledge which

make them unable to assist their children in acquiring the competencies needed. In addition, the lack of

comprehension hinders the learner from understanding the lesson in the SLMs.

Favorable. Contrary to the discussion above, there are teachers who have positive views of the MDM.

For these teachers, the modality discussed is easy through consistent communication to learners and

parents, as well as diligence in the performance of tasks among teachers. Schools have developed a

systematic scheme for module retrieval and distribution to avoid crowding of parents. In addition,

punctual returning of the modules helps the teachers to update her checking and recording.

The MDM is the most practical way of providing education to the learners in the rural schools

during the midst of the pandemic. It is an opportunity for learners to continue their studies at the safety of

their homes. Having no internet access, radios and televisions, the only feasible way for learning

continuity is the MDM.

For some teachers, the MDM gives opportunity for the learners’ character development. Having

to learn the topics based on the explanation provided in the modules enhances self-learning skills and

independence. Answers for the activities may be verified using the key answers provided, allowing the

child the opportunity for self-assessment. Time management and independence may also be developed

through the MDM.

Figure 2.

Perception of Teachers on the Implementation of Modular Delivery Modality

Advantages of Modular Delivery Modality

Ease. Teachers experience the ease that the modular learning modality brings, one of which is that they

do not have to strain themselves in conducting lectures as face to face classes are not allowed. There is

less talking on their part unlike before where they have to conduct an average of five classes daily.

Moreover, teachers are given the freedom on how they prefer to divide their time to accomplish the all the

responsibilities they handle. The MDM is also advantageous for teachers who handle subjects which are

not their major for they have time to research and learn more about the topics in the subjects they handle.

Contrary to the view of most teachers that module reproduction is a tedious work, there are those

who find the task easy for the reason that the soft copies of modules are readily available and may be

printed at their preferred time. Also, there are days that teachers work at the comfort of their homes with

only two to three-day onsite duty. On the days when teachers report to school, they render six hours on-

site duty and the remaining two hours are considered as work from home.
Character Development. Teachers see the MDM as an opportunity for the learners’ character

development. The SLMs are crafted to encourage learners to work individually which simultaneously

develop their independence, resourcefulness and self-confidence.

Opportunity. For teachers, the MDM is an opportunity in continuing the learning process despite of the

pandemic. It is the most feasible method is delivering educational services to learners in the far-flung

areas where internet, radio and TV signals are always not available. It is likewise a novel experience for

teachers since most of them have no background in managing distance learning. Orientations and

trainings conducted to prepare teachers for this modality are an opportunity for growth.

As for the learners, the MDM opens a number of opportunities. Learners in rural areas have equal

learning opportunities with those living in the city. The SLMs are crafted to suit their context so that they

will be able to learn without using gadgets and internet connection. Also, learning can take place in the

comfort and safety of their homes where they are free to discover and develop their own learning style.

Key answers are provided to allow learners to assess own capacity and mastery level. They can repeatedly

go over the modules until they achieve mastery of the lesson.

Inexpensive. The current pandemic brought financial challenges to families who are already living below

poverty level. Home learning is beneficial to families who cannot afford to provide daily allowances to

their children. It is not necessary for parents to provide smart phones or computers for their children since

the lessons are already in the printed modules.

Time. At the start of the school year, teachers provided parents with weekly schedule of classes to serve

as guide on when to answer the module is each learning area. When followed correctly, learners are given

sufficient time to accomplish the modules within a week. Since time to answer the modules are at the

hands of the learners, they can continue their studies while having part time job. For parents, teaching and

assisting their children in answering the modules may be considered as their bonding time.
Modules. One upside of the Modular Delivery Modality is the content of the modules. The SLMs are

made according to the specifications of the DepEd. The variety of activities in the modules are suited to

the level and context of the learner. Likewise, it is interactive and topics were chosen according to

MELCS allotted per week.

Figure 3

Advantages of Modular Delivery Modality

Disadvantages of Modular Delivery Modality

Risks. In the MDM, learners are asked to perform experiments and activities at home by following the

instructions in the modules. This may be risky since learners are oftentimes unsupervised in performing

these tasks. As for the part of the teachers and parents, the risk is on their health due to their exposure

during the distribution and retrieval of modules.

Difficulty. Teacher-respondents shared their perceived difficulty in the implementation of the MDM.

Having the students in mind, the difficulties which the learners encounter affect their academic

performance, one of which is the unavailability of materials for the accomplishment of output. The

activities in the modules may be simple, doable and suitable for the grade level, but without the needed

materials like crayons and paste, the learner is still unable to accomplish the activity.

Due to isolation of residence, the learners cannot immediately ask for the assistance of the

teachers when they encounter difficult topics. Likewise, most students find it difficult to look for a WIFI

signal. There are lessons (e.g. Music Genres) where learners are asked to open links in the internet and

listen to the sample music being discussed. Moreover, there are subject matters that need the actual

discussion with the teacher, especially Mathematics. First time encounter with the modular learning

makes the learners uncomfortable.

On the teachers’ part, the difficulty is in assessing outputs particularly in Technology and

Livelihood Education (TLE) where ratings are performance-based.

Student Attitude. Despite of the suitability and relevance of modular learning in rural schools, the

success of the modality is dependent on the attitude of the recipients which are the learners.

Accomplishing the modules is self-paced. Students have the tendency to procrastinate in answering the

modules, then cram when time for submission gets near. There are even learners who simply return the

modules without any answer.

Incapability. A big percentage of parents in the rural areas have not finished formal education. There are

parents who have not graduated in elementary and worse, a handful of them are illiterate and non-

numerate. These shortcomings result to the parents’ incapacity to perform their role as facilitators of

learning.

Role (2012) supports this idea in her study on the parental factors affecting student achievement

which concluded that the best predictors of a student’s academic performance are parental involvement,

father’s educational attainment, and socio-economic status.

Affecting Factors. Students have varied learning preferences, however, methodologies used in the

modules cannot cater the learning preferences of all students. Respondents believe that the MDM serves

best the independent learners. However, it is ineffective to for those who are not.

Multiple modules to accomplish within a week affect the performance of learners. The students’

enthusiasm in accomplishing the SLMs fade as weeks go by, as reflected in the quality of submitted

activities. Moreover, home environment affects the development of learners. Home conditions of students

are not conducive for learning. Most of them live in very small houses occupied by several family

members

Motivation, as initial part of a face-to-face lesson, sets the mood for learning. This is where

teachers engage students through relevant activities. Without proper motivation in home schooling,

learners lack the drive to learn.

Communication Hindrance. Communication is a key to the success of MDM as it creates connections

between teachers, learners and parents. In the fur flung areas, communication is a challenge since many

families do not have mobile phones. Moreover, cellphone signal is not stable in the rural communities.

Time. Time demands in module reproduction strain teachers. The bulk of modules to be printed along

with the returned modules to be checked weekly consumes a lot of time and effort. Teachers have to work
until late at night and during weekends in order to reproduce 100% of the modules before the scheduled

distribution. Added to time challenge is the delayed arrival of printing supplies which prompt the teachers

to purchase their own supplies in order to avoid conflicts in module distribution.

Insufficiency. The demands for bond papers, ink and printers have risen since schools began to

reproduce modules for the continuity of learning during the time of the pandemic. Affordable printers

were sold out in markets making it difficult for schools to provide printers for each teacher. Moreover,

prices of printers have soared high which affected the number of these equipment the schools purchase,

making impossible for 1:1 teacher-printer ratio. The complex process of purchasing printing supplies

leads to the delay of schools in providing the needs for module reproduction.

The insufficiency of textbooks affects learning in the MDM. Textbooks strengthens the topics in

the modules and allows deeper understanding of the concepts. Since there are not enough reference

materials in the different learning areas to be distributed to all learners, academic performance of learners

is affected.

Cost. Teachers use their own money to buy supplies for module reproduction and for repair of the school-

owned printers. The expenses are often not refunded, or at times, teachers hesitate to have their expenses

refunded due to the many requirements to claim the refund.

Figure 4.

Disadvantages of Modular Delivery Modality

Figure 4. Disadvantages of Modular Delivery Modality

Support Expected from School Administrators for the Success of Modular Delivery Modality

Assistance. Teachers need the assistance of school administrators with the loads of work they carry in

relation to the implementation of the MDM. Teachers would want their school heads to assist them in

distributing modules to haciendas especially in coordinating with barangay officials in reaching out to

learners who lag behind. Spiritual assistance is also suggested by teachers to counterpart the

overwhelming work.

Provision. Teachers believe that school administrators’ main contribution to the success of the MDM is

providing the needs of the school. First and foremost is the provision of supplies and individual printers

needed for module reproduction. Another is the provision of instructional materials for teachers to use in

distance learning. Aside from material provisions, it was suggested that administrators provide a

conducive environment where teachers can work comfortably. Along with the conducive environment is
motivating teachers, parents, learners and stakeholders to effectively perform their part in the MDM

implementation. The school also suggest regular updates on MDM as well as sources of reference

materials. There are teachers who suggest that the school should hire additional personnel to assist

teachers in module reproduction. Teachers would want their effort to be recognized and appreciated as in

it undeniable that they have been doing their best to perform their responsibilities satisfactorily despite of

being victims of the pandemic themselves. They would want the administrators to give them the credits

they deserve for the accomplishments done.

Thinking of the students’ welfare, teachers suggest that school administrators should provide

more time for students to fully accomplish the modules, thus, lengthening the time allotment of one week.

Initiative. School administrators are expected to make initiatives to make the MDM equitable for all

learners. There are learners who find the MDM advantageous due to their ability to learn independently,

the presence of a capable learning facilitator and family support. However, there are those who have

otherwise. The move to make the MDM equitable for all status of learners is a tool for the success of the

MDM.

In schools, there is a conflict among teachers on the use of school-owned printers. The

administrators are expected to provide solution in this area by allowing teachers to use the printers of the

school and by posting a schedule of the use of these printers.

Consideration. The respondents believe that consideration for teachers is another way of making the

MDM implementation reach its goal. Teachers have been preoccupied with the module reproduction

which consumes much of their time, thus, they would want the school administrators to consider their

situation before giving them tasks and paper works that are not related to module reproduction.

Promptness. The respondents believe that promptness on the part of administrators contribute to the

success of MDM implementation. Timely dissemination of soft copies of modules provides teachers

ample time for reproduction. Likewise, early procurement and distribution of supplies ensures timely
distribution of modules. Information is also expected to be delivered promptly to avoid cramming and

confusion among recipients.

Consistency. Teachers expect consistency from school administrators for the success of MDM

implementation. First and foremost is in terms of the observance of safety protocols during module

distribution and retrieval. While COVID-19 continues to linger, school are expected to adopt the same

modality until the school year ends, thus, consistency in the observance of health protocols is a must.

There is no constant during the new normal trend in education. New challenges arise at the most

unexpected time. Consistent collaboration among administrators and teachers is believed to lead to a

successful implementation of the modality. Parallel with collaboration to address concerns is the

consistent monitoring of the MDM outcomes. This allows the administrators to solve problems at an early

stage.

Module reproduction is expected to happen across the four quarters of the school year. Therefore,

the needs for reproduction remains constant. For the MDM to be effective throughout the school year,

school administrators should be consistent in providing teachers with the needs for modular learning.

Attitude. Respondents believe that the optimism and eagerness of school administrators lead his

subordinates towards the successful implementation of the MDM. The same is true with fairness in the

delegation of tasks.
Figure 5.

Diagram showing the contribution expected from administrators for the success of the implementation of

Modular Delivery Modality

Contribution of Teachers for the Successful Implementation of Modular Delivery Modality

Attitude. The teacher-respondents of this study believe that the right attitude has a significant impact to

the success of the MDM. These attitudes are described as follows:

Cooperation. Cooperation of all members of the faculty in distributing modules is vital for the

attainment of the goals of the modality. This attitude may be illustrated in performing efficiently each

individual’s role for the smooth flow of module distribution. It has been experienced that a delay of one

teacher in printing the modules of the learning area he handles affected the distribution flow.

Efficiency. The basic responsibilities of teachers during this time of pandemic are related to

downloading, reproduction, distribution and retrieval of modules. Performing these tasks efficiently leads

to the continuity of learning.

 Patience. Having the patience in responding to the queries of learners is another way of

contributing to the success of the MDM.

Consistency. Regular follow-up of learners through various platforms is a must to make them

feel that they still have a connection to the school. Teachers are asked to contact learners or their parents

to check how they are doing, to assist in the lessons they find difficult, to remind them of the lacking

requirements and provide interventions for those who lag behind. Consistency also refers to the

continuous implementation of protocols and regulations in the distribution and retrieval of modules.

Time management. Teachers face new responsibilities in modular learning, added to the other

tasks they have been previously performing. As the teacher spends much time printing modules and

checking learners’ outputs, it is necessary for teachers to manage their time properly to accomplish all the

tasks expected of them as well as to avoid loads of unfinished work.

Consideration. The level of intelligence of learners are not equal, hence, there are those who

experience difficulty in self-learning. Being considerate to these learners by giving performance tasks and

intervention activities within their level and context provides them the opportunity to participate if the

lessons. Consideration also applies in dealing with fellow teachers through extending a helping hand.

Selflessness. Doing tasks related to the MDM selflessly despite of the present circumstances.

Professionalism. Dealing with school issues professionally eliminates a stressful work

environment.

Understanding. This may be shown through awareness that people have their strengths and

weaknesses.

Kindness. Relief teachers should extend help if possible to advisers.

Dedication. Give all the instruction needed for the parents. Support pupils is in need. Always

available is needed.
 Positive mindset. Teachers should have positive mindset by doing her job enthusiastically

despite of the challenges of the MDM.

Provision. Teachers believe that provision of intangible things contribute to the successful

implementation of the MDM. Devoting time in clearly explaining the lesson to the learners using various

platforms to capacitate them in accomplishing their modules is a big leap in reaching the goals of the

MDM. Providing encouragement to the learners is likewise a very significant contribution. The

enthusiasm of learners in answering the modules has been wearing out as weeks go by, therefore, constant

encouragement is a must to sustain them to answer their modules until the school year ends.

Giving interventions to learners who struggle in their studies provide equal chance of success for the

learners. Likewise, the provision of instructional videos and other learning materials decrease the barrier

of modular instruction to the least privileged learner.

The provision of feedback on performance keeps learners on track in distance learning. Both positive and

negative feedbacks may be provided, however, focus on the strengths of the learner would boost his

confidence for self-learning.

Promptness. On time preparation of modules leads to the smooth implementation of the modality

discussed. Promptness in checking learners’ answers and updating record of performance allows teachers

to give timely feedback for improvement.

Communication. Like the traditional classroom setting, teachers ought to establish rapport with learners

in distance education. A good teacher-learner relationship may be established through communication,

the main purpose of which is to provide assistance in meeting the competencies required in the SLMs.

Communication with fellow teachers allows them to work harmoniously and collaboratively to address

the challenges faced in the education community. Likewise, teachers are expected to communicate with

parents as they, too, are struggling in performing their role as learning facilitators.
Figure 6. Contribution of Teachers for the Success of MDM Implementation

Contribution of Students for the Success of MDM Implementation

Attitude. Teachers believe that learners can contribute much to the success of Modular Learning

Modality by manifesting the right attitude towards their studies.

Dedication. Accomplishing the activities and assessments to the utmost of their capacity is one

of the contributions learners may offer to attain the goals of the modality. the same is true with sustaining

the commitment to answer the modules correctly and completely until the end of the school year.

Resourcefulness and Creativity. Activities in various learning areas require learners to submit

outputs other than paper-and-pan tasks. There are activities which are to be accomplished by creating

outputs relevant to the competency delivered. Materials to be used in these activities may not be found at
home but is present in the locality, thus, resourcefulness is required to gather all the materials needed for

the project. Resourcefulness, when combined with creativity, enables learners to come up with outputs

that meet the highest ratings in the rubrics.

Punctuality. Prompt submission of modules allows teachers to have updated recording of student

performance. It also enables teachers to give timely feedback and interventions on least-learned skills.

Independence. Based on its name, self-learning modules are aimed towards independent

learning.

Diligence. Students can contribute much to the success of MDM through steady, earnest and

energetic effort towards their studies.

Innovative. In modular learning, learners are expected to unlock concepts and solve problems on

their own. Teachers would want the learners to think outside, develop ingenuity and produce outputs

which are beyond the ordinary.

Honesty. Modules are provided with key answers to allow learners to check the correctness of

their responses in the modules or for self-assessment. However, several learners tend to copy the key

answers without actually going through the contents of the module. Teachers discourage learners from

this practice since it makes the assessment output unreliable and nullifies the essence of self-learning

modules.

Focus. Direct attention to one’s studies enables learners to accomplish the activities in SLMs on

time. Studying at home may be challenging due to the presence of distractions like social media.

Moreover, some learners live in one-room homes where there is no allotted study place, therefore, it is

advised to find a place where learners can accomplish the SLMs with no distractions.

Responsibility. Learners should be responsible to accomplish the tasks expected of them.

Communication. Teacher-respondents believe that one way a learner can contribute to the success of the

MDM is by establishing communication with the teachers, the purpose of which is to seek guidance and

clarification on areas which they find difficult. This enables them to strengthen their understanding of the

lesson.

Performance of Tasks. Learners are expected to do their share in making the MDM attain its goals.

Among the major tasks of the learner is to read and study the modules as well as other resources to

increase their knowledge. Understanding the lessons presented in the modules is crucial for the transfer of

learning from the material to the learners’ mind. Using one’s context and stored knowledge of the topic

enables the learner to apply the information gained in real life, thus, retention is enhanced.

To avoid difficulty in assessment and recording of performance, teachers agree that learners

should not forget to write their name on their answer sheets as they have encountered unnamed answer

sheets several times. Following the instructions in the activities is also important in assessing learning.

Likewise, teachers wanted learners to answer the Assessment part completely before submission.

Compliance of summative tests and performance tasks is essential for the successful

implementation of MDM. There are four Summative Tests and four performance tasks recorded in each

quarter. Teachers are discouraged from computing the grades if one of these is not complied.

It cannot be denied that distance learning is a new experience for learners. To cope with the

changes in the education setting, the learners should make adjustments as to their study habits, time

management and learning preferences.

Figure 7. Contribution of students for the success of MDM implementation

Contribution of Parents for the Success of MDM Implementation

Attitude. For teacher-respondents, the attitude of parents has a big impact for the successful

implementation of the MDM. Respondents suggest that parents, as learning facilitators, should exercise

patience in making their children learn the topics in the modules. Consistency in the performance of tasks

as learning facilitators is likewise encouraged. It is presumed that the MDM will continue until the Fourth

Quarter, thus, teachers are hoping that parents will not falter in providing support and guidance to their

children.

There have been reports that parents have been using harsh words and actions as they mentor

their children in accomplishing tasks. Moreover, there are reports that cases of child abuse, both physical

and verbal, have been rampant as learners stay at home during the pandemic. The teachers, therefore,
encourage parents to be compassionate in dealing with their children as they, too, are adjusting to the

sudden change the new normal brought.

Cooperation with the school was suggested to fully implement the MDM. Parents display

cooperation thru active participation in the school’s programs. It is also manifested in the punctual

retrieval and acquisition of modules, as well as in providing information that are needed in school reports.

Honesty was emphasized by teacher-respondents based on their observations that students are not

the ones who actually answer the modules. Moreover, students simple copy the Key Answers provided.

The purpose of these key answers is to allow learners and facilitators to assess their answers as they

accomplish each phase of the module.

Performance of Tasks. The role of a learning facilitator is comprised of many other roles, the purpose of

which is for the child to attain his utmost development. Teacher-respondents enumerated the tasks that

parents and guardians are expected to perform.

Parents are expected to monitor the progress of their children, whether they are actually learning

or not based on the correctness and completeness of answers. The same is true with monitoring of the

completeness and accuracy of summative tests and performance tasks.

The Department understands that learning facilitators encounter difficulty in assisting their

children in the learning process. It is for this reason that an open communication line between teachers,

parents and students should be maintained to make the exchange of learning possible. Explanations about

the topics and instructions for the activities are oftentimes given to the parents through phone calls as it is

a convenient way to relay information in the rural areas. Connected with this is the suggestion of a

teacher-respondent that facilitators should follow the instructions, both given and explained. However,

parents also have different levels of comprehension which reflect their ability to facilitate learning.

In a study related to this area, Role, E. (2012) academic performance of students and socio-

economic status of parents are significantly correlated. Students whose parents have higher socio-

economic status and educational attainment tend to perform better academically.

Provision. Another contribution of parents for a successful implementation of the MDM is the provision

of both material and non-materials things that uplift the well-being of students.

Students needs encouragement to accomplish the tasks expected of them. According to one

respondent, teachers cannot expect parents to teach their children since they themselves are not fully

equipped with knowledge. The best they can do is encourage their children to study, learn and answer the

modules. The respondents likewise suggested that parents must find time to mentor their children.

Manlangit, et.al. (2000) stated in his article that parents are not replacements of teachers, contrary

to the popular belief on modular learning. They are considered as partners of teachers in educating the

child. Parents do not teach the topics in the modules; instead, they are channels of learning.

In the same article, the DepEd stated that the parents or guardians, as the More Knowledgeable

Other (MKO), have three main roles. The first role is to get and submit the printed SLMs from and to

distribution areas at the agreed time to assure that social distancing and safety protocols are followed. The

second role is to check the child’s Weekly Home Learning Plan which was given during the first module

distribution. The number of subjects or activities to be done are reflected on this plan. The parents must

ensure that the plan is regularly followed to avoid cramming and delays in submission which may affect

student performance. Thirdly, parents are considered as home-innovators. They must provide a conducive

learning environment to enable the child to focus in learning. The learning space should be well-lighted

and well-ventilated, with little to no distractions.

Figure 8. Contribution of Parents for the Success of MDM Implementation

Contribution of Stakeholders for the Success of MDM Implementation

Assistance. As partners of the school in the attainment of its mission and vision, stakeholders play a vital

role in the successful MDM implementation by providing assistance to reach out to learners in far-flung

communities. In this aspect, stakeholders refer to barangay officials who are much needed in giving out

modules to isolated communities as well as in assisting teachers to search for students who lag behind

especially during home visitations. Added to this is disseminating important information for the

continuity of learning. Teacher respondents would also want the stakeholders to aid them in module

reproduction. In addition, they could assist the school in maintaining the observance of health protocols

during distribution and retrieval of modules.

Collaboration. Stakeholders should work with the school administrator to effectively address the

challenges that hinders the attainment of the objectives of MDM. They must cooperate with the school in

implementing programs and projects which promote holistic development among learners.

Provision. Stakeholders play a vital role in providing tangible and intangible needs of the school.

Tangible needs include printing supplies and equipment which the school cannot provide due to

insufficient funds. Likewise suggested is the provision of financial assistance to be given directly to

teachers to be used in purchasing the materials they need in modular learning. It has been known that

some of these teachers were using their own money to buy their needs for printing so that they could

prepare the modules before the scheduled distribution. Since teachers are considered frontliners,

stakeholders may also donate COVID protection supplies such as PPEs, face masks, face shields and

alcohol. Stakeholders may also provide school supplies for the learners.

Intangible needs of the school personnel may also be provided as these are equally important as

the material resources. Teachers believe that the stakeholders, particularly the barangay officials, could

provide valuable information that the school needs. Data like exact address of the learners are necessary

to alleviate the burdens of teachers in tracking these students. Likewise, stakeholders can also contribute

to the successful implementation of MDM by taking time to visit the school regularly, not only during

times of need. Their physical presence boosts the morale of teachers and parents. Emotional and social

support may also be provided to learners in these trying times.

Parent Empowerment. Stakeholders can further contribute to the continuity of learning amidst the

pandemic by creating opportunities for parents to empower themselves for their role as learning

facilitators.

Awareness. Stakeholders should have the idea about the educational needs of the community during the

new normal. They should also be aware of the challenges the teachers in the rural areas face where

students cannot submit the modules on time.

Communication. Teacher-respondents would want the stakeholders to ask for feedback form teachers,

parents, learners and other stakeholders about the MDM implementation. This way, they may craft

interventions to fill in the gaps of the implementation.

Alumni Support. It is during these times that the school need the support of its alumni. Former

graduates of the school should give back to their Alma Mater material and non-material aid to promote

quality education despite of the crisis. Moreover, stakeholders should invest for the success of the school

and the learners.

Figure 9. Contribution of Stakeholders for the Success of MDM Implementation

Recommendations to Address the Setbacks of MDM Implementation

Teachers, as frontliners in the continuity of learning during the new normal, have the following

recommendations for the MDM to reach its utmost goals.

Provision. The researcher categorized the needs for provision according to the following levels- region,

division, school, teachers and learners.

Localized needs. Respondents of the study suggested that the Department of Education should

address the current set backs in the MDM implementation by providing all the localized need of each

region in the continuity of learning amidst COVID 19 pandemic.

Supplies and equipment. Provision of sufficient supplies and equipment from the national level

to the schools is pertinent for an efficacious implementation of modular learning.

Printed modules. One group of teachers suggested that the DepEd should provide complete

printed modules to each Division so that the teachers will not bear the burden of reproduction.

Learning materials. Along with the printed modules are the textbooks and quality learning

materials which would aid learners in the pursuit of independent learning. Quality education is a result of

quality learning materials.

Financial Assistance. Teachers are asking for financial assistance so that they could provide for

themselves their needs in distance education particularly mobile load, printing resources as well as

COVID protection supplies. It was also suggested that the government should provide contingency funds

for schools. The new normal is full of uncertainty, thus, it is best for schools to have contingency funds to

use when needed.

 Online Access. Being able to access the Google drive where soft copies of modules are uploaded

would make the implementation easier for the teachers. Only school heads can access the drive, thus, the

downloading and dissemination of modules to teachers are taken care of by them. However, there were

instances when school heads fail to disseminate the modules on time which caused anxiety to teachers,

thus the suggestion.

Additional Personnel. Teachers could attest that module reproduction took much of their time. It

has even affected the time they spend with their family. It was suggested that employing additional

personnel to assist in module reproduction would be very helpful so that teachers could attend to other

equally important tasks like checking of outputs and following up learners who lag behind.

Additional Time. Teachers have aired their concern for the learners who were complaining

about too many activities to be accomplished for each module. The time allotment of one week to

independently learn all the lessons and accomplish needed outputs in not sufficient for the learners.

Continuity. One respondent believes that the DepEd is doing its best to support the MDM despite of

some flaws in the implementation. Modular learning should continue until the pandemic is gone or until

every citizen is vaccinated. Continuous monitoring and assessment was recommended to address the gaps

in the implementation of the MDM.

Communication. Teachers were asking for proper information dissemination related to modular learning

to avoid confusion and to provide timely actions for problems that arise. Likewise suggested was the

communication with parents and stakeholders about the objectives, effectiveness and specific roles of

those involved in the MDM. Listening to the voices of teachers and parents on the adjustments to be

made in the modules is essential to attain MDM success since both are frontliners in the present

educational system. They are aware of the least-learned competencies, the level of mastery, and all

indicators to determine a successful implementation.

Module quality. The DepEd should be vigilant in the modules they disseminate to the field as there were

reports of typographical errors, too many pages and activities were not appropriate for the learners’ grade

level and context. A study entitled Challenges Encountered by Parents in the Education of their Children

during COVID-19 Pandemic, Constantino, et.al. (2020) that the quality of modules contributes to the

difficulty of MDM since there are items that not readable and some colors of the figure (pictures) are not

appropriate.

Some activities in the modules cannot be performed by learners in the rural areas since they require

learners to use the internet or perform experiments using materials not found in the rural setting. Teachers

were not allowed to edit nor omit the contents of the modules. One respondent suggested that the DepEd

should collaborate with private schools for quality-assurance of the modules.

The respondents are concerned about the sustainability of the SLMs. They are aware that the

Department allotted a huge chunk of the budget for the MDM and that schools aligned their funds to

compensate the expenses for module reproduction. Suggestions arise that the DepEd should produce the

modules in book type using durable materials. This way, the SLMs may still be usable for the succeeding

batch of learners. Moreover, the Department can cut off expenses for module reproduction and use the

budget to satisfy other needs of the Department.

There was also a recommendation that textbooks used in the previous years will be utilized

during this time so that less resources- materials, budget and time- will be spent. Teachers will be able to

focus in the teaching-learning process.

Modules Contents. The module is the heart of the MDM, therefore, it is fitting that its quality meets the

needs and expectations the target users. To meet the goals of the MDM, respondents suggest that

instructions for the tasks in the module should be clear and simple to avoid confusion among learners.
 Learning facilitators aired their feedback on too many activities in the modules which cannot be

accomplished within the given time allotment. In effect, the respondents suggest that only the most

essential competencies will be emphasized in the SLMs. These competencies should be those which

learners could apply in real life scenarios. Respondents likewise suggested that the Key Answers should

be removed from the SLMs for the reason that learners tend to copy the answers without actually reading

the modules. Learning cannot happen in this scenario, thus, the purpose of the SLMs is not met.

Module Reproduction. The DepEd Central, Regional and Division Offices are suggested to shoulder the

crafting and reproduction of modules so that teachers will not carry the burden of making localized

SLMs. Doing so allows teachers to have ample time for MDM-related tasks such as distribution,

retrieval, checking of activities and performances, and monitoring learners’ progress.

Research. According to the respondents, the setbacks of modular learning can be addressed through

research. Conduct studies on the effectiveness of the MDM in order to come up with upgraded ways of

delivering education to learners in the far-flung areas. The DepEd should look at the factors that affect

student performance so that the Division, the school, and the stakeholders can collaborate and come up

with solutions to make the MDM easier for the learners. Honest assessment of the modality should be

conducted to provide feasible solutions. The Department should take accountability for the outcome of

these solutions.

Respondents likewise recommend that the DepEd should make thorough analyses before

implementing new policies since the teachers as education frontliners are the most affected by the impact

these policies create. Feedback of parents on the implementation of MDM is directly addressed to the

teachers.

Planning. Upon determining the results of researches conducted for the improvement of the MDM,

respondents suggested that the DepEd should thoroughly plan to come up with the most suitable &

applicable strategy that would help in the MDM implementation.

Assessment. To attain a successful implementation of the MDM, the respondents suggest that the

Department of Education must consider the factors affecting the learner’s performance on the MDM, and

address such factors to make the implementation easier. Honest assessment of the outcomes of the

modality is also suggested. Once the gaps are determined, teachers suggest that actions to address these

gaps should not be passed on to them. Teachers aired their sentiments that they acquire the blame on the

discrepancies in the implementation of programs and projects. The DepEd should likewise monitor and

assess the needs of the school such as module reproduction resources, physical facilities, performance,

health, disaster response capacity among others.

Promptness. Teachers suggest promptness on the part of the DepEd in releasing soft copies of the

modules. This enables teachers to manage their time in module printing. It was noted that teachers are

printing their modules until late evening and during weekends. Promptness likewise refers to response

immediate solutions to problems encountered in the MDM.

Consideration. The new normal situation created unprecedented changes in the ways of the society.

Teachers are undeniably among the most affected as most of them are untrained in distance learning. As

teachers struggle to cope with the current educational setup while protecting themselves from COVID-19,

they are asking for consideration in various forms from the higher offices.

The respondents suggest that unnecessary work should not be added to the multiple

responsibilities they need to perform. During the time this study was conducted, teachers were

preoccupied in accomplishing the Learning Delivery Modality (LDM) portfolios which they believe is

futile since schools have already determined the learning modality that best suits their context. Teachers

need sufficient time to accomplish the tasks related to MDM implementation, thus, removing tasks which

are not very necessary would be useful. They added that lessening their tasks enables them to give their

best in their work.

 Before the occurrence of the new normal, teachers are already preoccupied with ancillary services

under their care. They are expected to submit reports on these ancillary services on the deadline. The

teachers suggest that deadlines on submission of these reports will be extended so as to provide them

sufficient time to focus on printing, distribution & retrieval of modules, checking and recording.

Teachers are concerned about difficulties the learners in far-flung areas encounter. One utmost

concern is the mental health of these learners which have direct effect on their academic performance,

thus, the suggestion that seminars on psychological first aid should be conducted to maintain the

psychological wellbeing of both students and teachers. Teachers are aware that learners encounter

difficulty in accomplishing multiple activities and performance tasks. It is therefore recommended that

the Department should lessen the activities in the modules and consider the individual situation of

learners in rural areas in decision making.

Empowerment. It is undeniable that majority of teachers have no background in distance learning. As

they were struggling to perform their responsibilities towards their learners in the new normal situation,

teachers recommend that they will undergo training on the delivery of distance education. upgrading of

teaching skills to suit the present education scenario was also recommended.

Vaccination. As there are countless setbacks in the implementation of the MDM, teachers recommended

for the DepEd, with the support of the Philippine Government, to make COVID-19 vaccine free to the

public so that schools can return to face to face modality.

Figure 10. Diagram Showing the Recommendations to Address Setbacks of MDM Implementation