NOTRE DAME OF MARBEL UNIVERSITY

GRADUATE SCHOOL
City of Koronadal, 9506, South Cotabato

FARNAIDA A. KAWIT EDUCATIONAL PLANNING

MAED-EM EDUC 254
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THE IMPLEMENTATION OF MODULAR DISTANCE LEARNING IN THE PHILIPPINE

SECONDARY PUBLIC SCHOOLS: A CRITICAL ANALYSIS REPORT

The research paper was written by Ysthr Rave Pe Dangle- a Montesorri Class
Directress at British International School of Cambodia and Johnine Danganan
Sumaoang- a College Instructor at the University of the Cordilleras, Baguio City,
Philippines. The study was then published as part of the 3 rd International Conference on
Advanced Research in Teaching and Education last November 2020.

The key purpose of the study was to discover the challenges encountered,
opinions and recommendations of teachers, parents and students in the implementation
of Modular Distance Learning. It also wanted to ascertain the methods, interventions or
solutions of every educational institutions as well as the government in providing
assistance to students, parents, teachers who are experiencing difficulty in this new
learning modality. The study was participated by 37 participants from Balbalayang
National High School (BNHS) and Baguio City National High School (BCNHS). The
researchers used a combination of quantitative (survey design) and qualitative
(descriptive design) research designs. They conducted surveys and used deductive
thematic analysis in the interpretation and coding of data. The full paper can be
accessed in this link https://www.dpublication.com/wp-content/uploads/2020/11/27-
427.pdf

According to the study, there were several main problems encountered in the
implementation of Modular Distance Learning in the two identified schools. First, the
study revealed that there was a lack of school funding in the production and delivery of
modules. Next, students struggle with self studying. The researchers even added that
most of the participants help their parents in making a living, as a consequence, they
have limited time accomplishing their modules. Last, parents’ lack knowledge to
academically guide their child/ children in answering their modules.

Furthermore, the research study also included specific details regarding the main
challenges encountered by the students, parents and teachers in the implementation of
modular distance learning. 90% of the student-participants experienced difficulty
answering their modules because they receive a total of 8 modules in a week, each
modules has an average of 3-5 activities or 24-40 activities in 8 modules per week.
Mathematics, History and Entrepreneurship were the difficult subjects for the group.
This data calls for a stronger parental involvement in order to successfully accomplish
the modules. Another concern regarding the main problem was the unavailability of
internet connection. 67 % of the students in the mountainous area do not have a reliable
internet connection which decreased the possibility of finishing the modules because of
the instances that there are several topics which students need more in-depth
discussion that only teachers can provide.

On the part of the parents, the results of the study revealed that half of the
parent-participants are working or 54% of them which simply implies that they have less
academic time for their child/children. However, most of them communicate with their
child/children’s teacher for a follow up. The other half of the parent-participants have
internet connection in which they suggested to have blended learning style.

The teachers group explained that their biggest challenge they face in the
implementation od modular distance learning is the overlapping of work. If only they are
given enough time, they will be able to check the errors in the SLMs, even modify it to
help students maximize their learning opportunities by reducing the number of activities
included. Also, they emphasized that they experience financial constraints due to the
limited supplies given for the purpose of material reproduction and as a consequence,
they spend their own money to augment the expenses.

On a positive note, the result of the study also recommended possible solutions
or interventions in order to arrest the pressing issues/ problems presented in the study.
The students suggested to reduce the number of activities contained in the SLMs;
provision of more examples for retention; use of blended style of learning; and conduct
home visitation at least once a week. The parents also suggested that the DepEd shall
reduce or omit unnecessary exercises in the SLMs, online consultation to discuss
child/children learning progress shall be done, give parents and students ample time to
finish the modules. Also, the teachers recommended several interventions such as call
for donations, solicitations and assistance to supplement the reproduction of SLMs and
other resource materials; make modules as textbooks funded by the DepEd; consistent
consultation for learners manifesting learning struggles and difficulties in learning in the
new normal through online and home visitation; and organization of community learning
facilitators.

The situations, problems, and issues revealed in the study is actually happening
not only in the Philippines but in many countries across the globe. Every learning
modality presented in the educational sector has its advantages and disadvantages.
But, despite the challenges of learning in the new normal have posted, learning must
continue. The educational system in the Philippines is now experiencing a dramatic shift
of its educational landscape from the usual face-to-face to distance learning, blended
and online learning. The Department of Education still adhered to their advocacy that no
child shall be left behind and that education must continue amidst pandemic, they
ensured that there is a Learning Continuity Plan that encompasses curriculum, learning
delivery and resource management activities and initiatives just to ensure that every
Filipino child remains learning even though they are not physically at school. Thus,
saying that the department has a well-structured plan regarding the above-mentioned
matter is an understatement.

Educational leaders like school heads and principals should also commit
wholeheartedly their service in the delivery of instruction amidst pandemic. Thus, their
ability to plan and execute their plan for their school, in accordance to their context and
the Basic-Education Learning Continuity Plan, should be strengthened. In order to do
this, educational leaders should establish direction through the creation of a vision;
aligns people into the vision-making them accept and line up with the new direction/
new normal and; motivates people by appealing to the very basic but untapped human
needs, values and emotions (Kotter, J. 2020).

In relation to the aforementioned major challenges that teachers, parents and

students encountered in the implementation of modular distance learning, there are
several suggestions and recommendations that can be benchmarked and actualized in
order to reduce the possibility of occurrence. Parents experiencing difficulty in their
involvement as facilitators can be assisted through a capacity-building plan of the
school. Parents shall be capacitated by the teachers through limited face-to-face
tutorials or engagements on how to use SLMs and how to teach the concepts; they can
also be provided with tutorial videos if internet connection is available. Schools shall
recognize parent’s in their involvement in the teaching and learning process. In this way,
they feel valued and appreciated and be more motivated in teaching their children
though this is incumbent of them as parents, still the task is heavy that only teachers are
expected to do it.

Relative to students problem that SLMs given to them were highly academic and
were highly congested with activities, this can be scaffolded through the
contextualization principle. The use of contextualization of content is supported by the
three principles. Instruction with contextualized content can activate learners' prior
knowledge and promote more effective problem solving (Krause. et. al, 2014). Also,
increased parental involvement; follow-up from teachers; and psychosocial / mental
health activities can also increase the possibility of successful accomplishment of
modules.
 Teachers, along with the parents and students, were also equally important
things in the provision of support and assistance. Assign a concrete, manageable and
flexible tasks and responsibilities. Do not let them carry the burden alone. Provide them
with necessary and sufficient resource materials. Allow for professional development
opportunities amidst pandemic by attending webinars and other trainings. Influence
them to be a part of the solution and not as robots who are expected to do things as
said without considering their emotions and economic standings. Influence them as
team players in achieving the vision.

In conclusion, time like this where humanity experience pandemic in every

aspect, strategic planning is very essential and being able to carry out the plan is a
success indicator.