Challenges and mechanisms of teachers in the implementation of modular distance learning in the Philippines: a phenomenological study
DOI:
https://doi.org/10.51798/sijis.v3i1.223Keywords:
Education and Teaching, Modular Distance Learning, Experiences of Teachers, Phenomenological Research, PhilippinesAbstract
COVID-19 pandemic brought so many changes in the state of education after school’s temporary closure. Educational institutions transitioned to modular distance learning from the usual face-to-face teaching which put both teachers and students less prepared, if not totally unprepared. This qualitative phenomenological study explored the challenges and mechanisms of teachers in the implementation of modular distance learning in the Philippines amidst COVID-19 pandemic. Data were gathered through in-depth interview to twelve (12) teachers, six (6) were teaching in the elementary, and the other six (6) teaching in the secondary level. Recorded interviews were transcribed and analyzed using the following steps: data reduction, data display, and conclusion drawing and verification. Ethical issues were considered in the conduct of the study. Results revealed that the challenges of teachers in modular distance learning includes time-consuming, incomplete and unanswered modules, inadequate parental support, and insufficient trainings to teachers. The mechanisms utilized by teachers to overcome the challenges includes time management, regular communication to parents and students, reskilling and upskilling of teachers, and utilization of blended learning. With this, it is recommended that DepEd should continue to undertake monitoring and evaluation on the implemented modular distance learning to assess its quality and relevance on the current status of education in the country.
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Copyright (c) 2022 Jimmy Rey O. Cabardo, Cristy Jean O. Cabardo, Sheila Jean O. Cabardo-Mabida
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