IMPLEMENTATION OF MODULAR DISTANCE LEARNING IN SENIOR HIGH SCHOOL

(GRADE 11 ABM-ARISTOTLE)

An Action Research

By:

ERICA LASALITA CANON

2021
Tabaco City, Philippines
ABSTRACT

Different educational institutions all over the globe have been suspended due to the effects brought
about by this pandemic. In response for the continuity of education, the Department of Education
formulated the Basic Education Learning Continuity Plan (BE-LCP), to ensure that learning continues while
guaranteeing the health, safety and well-being of all learners, teachers, parents and other DepEd
employees. Different learning modalities were being adopted as part of the program to reach out learners
from different parts of the globe and to give access to quality education. The three (3) learning modalities
implemented are: (a) Distance Learning (b) Blended Learning, and (c) Home Schooling. Among these three
(3) learning modalities, Distance Learning, specifically, Modular Distance Learning, has been widely used
according to the survey conducted by the Department of Education. However, the researcher sought to
know in what level of implementation is the MDL approach in Senior High School, Grade 11 ABM-Aristotle
at San Antonio National High School. The researcher utilized the self-learning modules in the second
quarter made by the Department of Education.
This study has the following three (3) problems answered:
1. What is the level of implementation of Modular Distance Learning (MDL) in Senior High
School (ABM) students this School Year 2020-2021 at San Antonio National High School?
2. What are the challenges encountered by teachers, parents, and students in the
implementation of Modular Distance Learning (MDL)?
3. What plan of action may be proposed to further improve the implementation of Modular
Distance Learning (MDL) at Senior High School ABM class?
In order to evaluate the level of implementation in the school, survey questionnaires through a Likert
Scale, have been disseminated to students, teachers and parents, as well. Online orientation to students
and parents was made in order for instructions and understanding of the process be attained. Survey
questionnaires were given at the end of the second quarter along with the distribution and retrieval of
modules. Retrieval of the questionnaires were made in the same process. Results were gathered and
analyzed. Interpretation of data used the weighted mean and a legend where descriptive evaluation
originated. Responses show that Modular Distance Learning was implemented in the school having an
average of 3.79 from students, 3.7 from parents and 3. 79 from subject teachers. Challenges encountered
by students, parents and teachers comprise of the following: Students; (1) having difficulties in
independent study arising from poor comprehension of the lessons due to lack of necessary examples; (2)
Due to a one (1) week allotted time for distribution and retrieval of modules, students cannot finish the
assigned tasks to different subjects; (3) Poor internet connectivity and unavailability of gadgets like
cellphones add to this dilemma. However, due to approachable teachers, some difficulties were remedied.
Parents: (1) Some parents have no enough knowledge in helping their child accomplish schools’ tasks; (2)
Household environment cannot guarantee conducive friendly atmosphere. Lastly, for teachers, there is a
need to incorporate additional activities and localized examples in the modules for comprehension to be
attainable.