Lived experiences of modular instruction among tertiary teachers

LIVED EXPERIENCES ON MODULAR INSTRUCTION
AMONG TERTIARY EDUCATION TEACHERS OF

SAMAR STATE UNIVERSITY BASEY CAMPUS
A Thesis Presented to
The faculty of the
College of Education
In Partial Fulfilment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
Rizel C. Amante
Ailyn C. Barbas
Arvie Ann N. Comanda
Kia Marie A. Gravoso
Crestyl C. Yanto
June 2021
ii
APPROVAL SHEET
This thesis entitled “LIVED EXPERIENCES ON MODULAR

INSTRUCTION AMONG TERTIARY EDUCATION TEACHERS OF
SAMAR STATE UNIVERSITY BASEY CAMPUS”, prepared and submitted
by RIZEL C. AMANTE, AILYN C. BARBAS, ARVIE ANN N. COMANDA,
KIA MARIE A. GRAVOSO, CRESTYL C. YANTO, in partial fulfillment of
the requirements for the degree BACHELOR OF ELEMENTARY
EDUCATION has been examined and recommended for acceptance and
approval for Final Examination.
JAKE BOY D. CARBONQUILLO, MA.Ed-CI

Adviser
_____________________________________________________________________
Approved by the Committee on Final Oral Defense with a rating of
PASSED.
ROSYBELLE T. SABLAD, MAEd-EM

Research Instructor, CoEd
Chairperson
JHONIL BAJADO, MAT-SS ALONA MEDALIA GABEJAN, D.A.

Faculty Member, CoEd Faculty Member, CoEd
Member Member
_____________________________________________________________________
Accepted and approved in partial fulfillment of the requirements for
the degree, BACHELOR OF ELEMENTARY EDUCATION.
GINA U. ESPAÑO, Ph.D.

Dean, College of Education
June 25, 2021

Date of Final Oral Defense
iii
ABSTRACT
This study wants to know the Lived Experiences of Modular Instruction

among Tertiary Teachers of Samar State University Basey Campus. Seven (7)
teachers served as the participants and key informants of the said study. This
qualitative research used a semi- structured interview protocol to determine
the experiences of the participants. Moreover, the phenomenological narrative
that was gathered were treated using Thematic Analysis. Along the analyses
of data, there were nine (9) themes that surfaced from the phenomenological
narrative of the participants, namely: Teachers’ concerns prior to students
understanding on modular approach; Showing diversity of difficulties in
instruction of module; Factors that affect students’ learning acquisition;
Complication in manifesting ideas towards modular instruction; Presenting
content in a modular approach poses challenges; Experiences of Tertiary
Education Teacher on Modular Instruction; Understanding the factors that
contribute to late submission of students work; Students relies on internet yet
unable to submit on time; Alternative Ways in Coping with the Current
Situation. Thus, Modular Instruction is quite challenging among the tertiary
education teachers for the reason that they find some factors affecting the
content presentation, construction of modules, delivery, and the retrieval.
Also, teachers find difficulty that is because there is lack of learning resources
and materials to be used in the making of modules and yet, teachers find
alternative ways in coping up such problems in modular making.
Key words: Modular; key informants; learning resources; interview guide.

iv
ACKNOWLEDGEMENT
The researcher would like to extend their deepest gratitude to all the
people who helped and have shared their knowledge in making this research
possible.
To all the participants, for their cooperation and for giving the
information needed in making this study.
To our beloved parents, for their unending love and support especially
in giving us our financial needs and motivating us to make this research a
reality.
To our adviser, Mr. Jake Boy D. Carbonquillo, for his patience,
support, advice, guidance, suggestions and for sharing his knowledge in
finishing this research.
To our panel members, for their pieces of advice and recommendations
to make this research possible.
Above all, to our Almighty God for His showers of blessings
throughout our research work to complete the research successfully
DEDICATION
v
We would like to extend our deepest gratitude and dedicate the research to
the following:
To the parents of the researchers who supported us morally, financially, and
spiritually, to our friend Zyra Margallo who helped and guided us about the
research, to our adviser, Mr. Jake Boy D. Carbonquillo, without his guidance
this would not be a reality, to our panel member, Mrs. Rosybelle Sablad, Mr.
Jhonil Bajado, and Dr. Alona Medalia Gabejan, who supported and encourage
us to finish the study.
And to our God Almighty whom we honor and praise for being our strength,
giving us peace of mind and determination through our hardest times.
We would like to offer this project to Him for without Him we are nothing.
TABLE OF CONTENTS
vi
CONTENT PAGE
TITLE PAGE...................................................................................................................ii
APPROVAL SHEET......................................................................................................ii
ABSTRACT....................................................................................................................iii
ACKNOWLEDGEMENT............................................................................................iv
DEDICATION................................................................................................................v
TABLE OF CONTENTS...............................................................................................vi
CHAPTER 1 PROBLEM AND ITS SETTING
Introduction................................................................................................................1
Problem Statement.....................................................................................................5
Theoretical Anchorage..............................................................................................5
Significance of the Study...........................................................................................7
Scope and Delimitation.............................................................................................7
Definition of Terms....................................................................................................8
CHAPTER 2
Review of Related Studies......................................................................................10
CHAPTER 3 - METHODOLOGY
Research Design.......................................................................................................21
Research Locale........................................................................................................22
vii
Instrumentation........................................................................................................22
Validation of Instrument.........................................................................................22
Research Respondents.............................................................................................23
Data Gathering Procedure......................................................................................23
Data Analysis............................................................................................................23
CHAPTER 4
Results and Discussion................................................................................................25
CHAPTER 5 - SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings..............................................................................................50
Conclusion.................................................................................................................50
Recommendation.....................................................................................................50
REFERENCES………………………………………………………………..…… 52
APPENDICES
Appendix A: Letter to the Participants................................................................LIV
Appendix B: Letter to the Key informants..........................................................LVI
Appendix C: Interview Guide.............................................................................LVIII
Appendix D: Transcript of Interview Guide......................................................LVII
APPENDIX E: Researchers’ Profile..................................................................LXVIII

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Chapter 1
PROBLEM AND ITS SETTING
Introduction
Manalo, Franz, et al., (2020) stated that COVID-19 pandemic has
resulted drastic changes in education. Part of it is the shift from face-to-face
classes to different learning modalities which include distance learning.
Since education is believed to continue despite the circumstances, teachers
started to prepare for modular and online distance learning. Teaching is
possible, but, has challenges as well. Hence, this phenomenological research
explored the lived experiences of secondary teachers in the Division of San
Pablo City in the pre-implementation of distance learning in the new
normal. The participants were selected through purposive sampling and
underwent one-on-one actual in-depth interview through video conference.
The documented interviews were transcribed and coded. Categories were
clustered; then, emerging themes were derived. Results identified three core
themes related to preparation such as gathering resources and establishing
practices, profiling learners, and capacity building for continuous learning
and development; three core themes related to challenges such as
complexity of assessment, difficulty in instructional delivery and digital
divide; and five core themes related to coping mechanisms which include
positive well-being, time management, openness to change, peer mentoring,
and collaboration. Findings revealed that as education migrates to a New
Normal, teachers make necessary preparations to equip themselves with

2
distance learning. Though they face challenges which may hamper their
work, they still manage to cope with the new normal to continue their tasks.
The higher offices and school authorities should work with teachers at the
pre-implementation of distance learning to address their needs in resources
and training to effectively facilitate the delivery of quality education for
students.
Due to this COVID-19 pandemic, education sector is one of the most
affected field the reason why schools have become the most vulnerable to
safety and security. Health concerns of school personnel, students, parents,
and other stakeholders are at stake; thus, temporary closure of schools was
enforced to contain the spread of the virus and reduce infections (UNESCO,
2020). Community lockdown and quarantine led work from home among
teachers and study from home among students through online distance
learning. Other schools cut their classes short than expected, which causes
serious disruption to more educational opportunities. The opening of cases
for the next academic year was delayed, giving more time to schools to
prepare continuity plans and manage alternative learning modalities.
Teaching and learning which mainly happens inside the classroom becomes
the most susceptible to disturbance, so education leaders decided to cope
with and adopt the New Normal education. (Crawford, et al., 2020)
Tertiary education builds on secondary education, providing learning
activities in specialized fields of education. It aims at learning at a high level
of complexity and specialization. Tertiary education includes what is

3
commonly understood as academic education but also includes advanced
vocational or professional education. (Source: UIS 2012).
According to Reich, Buttimer, Coleman et.al, (2020) Lived- Experiences
of teacher during COVID-19 pandemic first is, Student Motivation: Teachers
struggled to motivate their students through two layers of computer screens;
Second, Professional Loss and Burnout: As they lost familiar means of
teaching, teachers also lost a fundamental sense of their own efficacy and
professional identity; and, third Exacerbated Inequities: This sense of loss
grew deeper as teachers’ witnessed the dramatic intensification of the
societal inequalities that had always shaped their students’ lives. Effective
planning for school reopening in Fall 2020 will require understanding and
addressing these challenges facets of teachers’ experience. We propose five
design considerations to plan for resilience: center equity, focus on
relationship-building, address student motivation, address staff motivation
and burnout, and mitigate uncertainty modular Instruction.
Modular Instruction with the influx of technology when time and
space has been reduced by gadgets, instructional materials to promote
individual and independent learning is important. The traditional teaching
method of pure lecture may be replaced by modules for independent study
and individualized instruction. Long before the onset of modules as part of
classroom instruction, the development of self-learning materials or resources
for modular instruction tends to meet the demand for educational
opportunity for students of every background, regardless of their aptitude,

4
intelligence or previous achievement as well as in moral, emotional and
personality traits. Individualized instruction is an attempt to provide the
optimum learning condition for individual students and situation. Module is
a form of individualized instruction that allows students to use a self-
contained package of learning activities. These activities guide learners to
know or to be able to do something. Further, a learning module contains
activities intended to help students understand certain lessons. A module
makes the learner control over his learning. It is a set of learning
opportunities that is organized around well-defined topic which contains the
elements of instructions, specific objectives, teaching-learning activities and
evaluation using criteria-referenced measurement. The module is an
innovation among developed and developing countries whose impact is
brought by projects on the preparation and use of modules of different offices
like the Asia Center of Innovations in Education Innovation. It is an
instructional material which possesses the qualities that will make the
individual an independent learner, self-pacing and progressing at his own
rate, finally giving him the feeling of self-satisfaction, the very essence of
modular instruction. The module has become a teaching strategy which is
becoming popular in the school system 3. It is a self-contained and
independent unit.
Thus, this study was conducted to explore the tertiary teachers’ lived
experiences on modular instruction in the New Normal. Furthermore, it
attempted to investigate the teachers’ experiences of tertiary teacher on
modular instruction.
5
Problem Statement
Of the many studies that focused on the effect of the pandemic to the
process of learning, no study that focused on the lived experiences of teachers
on the modular learning, specifically answering their perception in modular
instruction, and their experiences about it.
Specifically, the study answered the following questions:
1. How tertiary teachers perceive modular instruction?
2. What are the experiences of tertiary education teacher on modular
instruction?
Theoretical Anchorage
The following theories helped the researchers to open up their minds
that, Educators are the best experts in what works for students in terms of
learning. Although researchers know what works for students, they should
also understand what works for educators during the unprecedented threat of
a global pandemic. After all, what educators learn during this pandemic
could contribute to long-term innovation around the state, the nation, and the
world as educators embrace the challenge of educating all students with
enthusiasm and dedication amid adversity.
One of the skills that teachers or educators must possess is the ability
to carry out their professional responsibilities by recognizing how students
learn and organize the learning process. (Sugihartono, 2007).

6
Distance education has been described by some (Garrison, 1990; Hayes,
1990) as no more than a hodgepodge of ideas and practices taken from
traditional classroom settings and imposed on learners who just happen to be
separated physically from an instructor. As distance education struggles to
identify appropriate theoretical frameworks, implementation issues also
become important. These issues involve the learner, the instructor, and the
technology. Because of the very nature of distance education as learner-
centered instruction, distance educators must move ahead to investigate how
the learner, the instructor, and the technology collaborate to generate
knowledge. Distance education is a term that encompasses an individual
learner's and a supporting organization's learning-teaching practices in the
cognitive, psychomotor, and affective domains. It is distinguished by non-
contiguous contact and the ability to be carried out anywhere and at any time,
making it appealing to adults with professional and social obligations
(Holmberg, 1989).
Individual Learning Theories (ILTs) on gaining social-communicative
competence: self-perceived social-communicative competence, domain-
related learning conceptions, and favored learning circumstances are all
discussed in this study. ILTs are personal hypotheses that serve as
frameworks for describing, categorizing, and explaining learning and school-
related problems in a specific domain (Bakx, Van der Sanden, et.al., 2002).
7
Significance of the Study
Teachers. The data driven provided the faculties with information on
how New Normal affects in teaching particularly in making modules from
conceptualization to writing, distribution, retrieval and in grading.
School. The study provided a notion to the University on how faculties
are being flexible towards student’s learning during the pandemic times.
Students. As such, the results of this study valued the students in
order for them to be guided what were the conceptualization of the tertiary
teachers towards modular instruction.
To the parents. The parents was able to get information what were the
experiences of teachers in this modular instruction as well as the challenges
that their child are facing.
Future Researchers.This study served as a guide or basis for the future
researchers.
Scope and Delimitation
The study only focused on the Lived-experiences on modular
instruction of the tertiary education teachers of Samar State University
specifically in Basey Campus. The study are limited only to seven (7) Tertiary
Educators of SSU Basey Campus. The study was conducted under the school
year 2021-2022.
8
Definition of Terms
Lived experience. Conceptually, according to Mitzfrancess the
commonality of a “lived-experience” with a particular group and its aim is to
determine what an experience means for the persons who have had the
experience of living in a certain community which is the subject of the
research. Operationally, as it is explored and understood in qualitative
research, is a representation and understanding of a researcher or research
subject's human experiences, choices, and options and how those.
Modular instruction. Conceptually, according to Hornby, as cited in
(Yoseph & Mekuwanint 2015) and (Malik 2012), module is a unit of work in a
course of instruction that is virtually self-contained and a method of teaching
that is based on the building up of skills and knowledge in discrete units.
Operationally, modular instruction is entirely based on modules. The purpose
of this is to allow students to proceed at his own rate. However, it is an
alternative instructional design that uses developed instructional materials
which are based on the needs of the students. Students are encouraged to
work on various activities that are interesting and challenging to maintain
focus and attention, thereby encouraging independent study.
Tertiary Education Teachers. Conceptually, according to Gloria’s
teachers in higher education commonly aim to develop their students’ way of
thinking, acting and approaching a field of study and practice. This view of
teaching involves providing students with experiences that enable them to
enter the field as practitioners. Those experiences must be directed to

9
developing students’ understanding of the perspective that is relevant to the
field and what the content of a course means within that perspective.
Operationally, refers to specialized education in a specific field, taken on after
finishing high school. Tertiary education is non-compulsory and provided in
a specialist institution, usually a college, polytechnic or university. This form
of education may be delivered virtually or at a distance.
Chapter 2
10
Review of Related Studies
As COVID-19 spread over the world, most countries in the world
experienced an unprecedented total or partial lockdown which led to the
immediate closure of universities and school. As such, teachers and student
had to adapt the said new normal education learning. The need to rapidly
adapt to new contexts of teaching and learning online has revealed how
teacher education institutions and teacher educators encountered and
experienced the challenges and opportunities to carry on their job in such
unexpected circumstances (e.g. Flores and Gago 2020; Nasri et al. 2020;
Quezada, Talbot, and Quezada-Parker 2020). In addition, the lives of million
learner in different countries has affected due to this outbreak (UNESC0,
2020). The lockdown has put challenge on the government to ensure that
there should be continuity with regards to learning (Chang & Yano, 2020).
The country educational ministries and other stakeholders have taken
action at national level to combat such problems amidst pandemic specifically
to education system. Some of countries like Egypt, France, Italy, United States
and United Arab Emirates employ measures to obtain distance education
modalities for continuous education. According to Keegan (2002), distance
education is an educational experience where instructors and learners are
separated during the process of instruction and learning. On the other hand,
distance learning can also be referred to “distance education” and often called
as “online learning” or “distributed learning”.

11
In order to continue education despite of the COVID-19 pandemic, the
Department of education (DepEd) has implemented its Basic Education
Learning Continuity Plan (BE-LCP) wherein this is a package of education
interventions that will respond to basic education challenges brought by
COVID-19 (DepEd Order No. 12, 2020). Furthermore, the department will
implement the alternative learning modalities such as modular to ensure the
health, safety and well-being of learners, teachers and personnel and to
prevent the further transmission of the virus.
The current style of using module as a way in teaching-learning
approach is attractively suitable nowadays wherein in this approach, the
teacher uses teaching modules prepared for specific purposes instead of
traditional textbook. In addition, Moon (1988) describes module as a unit of
teaching activity and learning expressed as an approximate number of hours
of study. In educational context, now the shift has moved from traditional
teaching approach to modular teaching approach and it has proven to be an
efficient and effective tool to make students learn according to Husen et.al.,
(1986).
Kogan-Page (1999) described some advantages of using modular
instruction. The most important is that it allows for better evaluation and
more focused revision and improvement. Another advantage is that part of
the course can be used and reused elsewhere in other courses and lastly
courses that are already in a modular format are ultimately characterized and
easier to convert for delivery formats.

12
On the other hand, modular instruction can also have a number of
possible disadvantages to students and teachers according to Goldschmid and
Goldschmid (1973). For students, self-discipline has not been demonstrated in
doing independent study; the shift from the lecture method to modular
instruction might be difficult for students; choice among the available
resource might prove frustrating and since not all of the students are equal in
terms to capacity of learning, some students will have more or less prior
knowledge, learning efficacy and their output will be totally different to other
students. Likewise, for teachers, the time required to design modules is
usually a major problem. Other professional activities compete with a
professor’s teaching and course-preparation time; lack of concrete rewards
may be a problem. Attempts to innovate instruction and, lastly, teacher no
longer has “center-stage billing”. The shift from lecture method to modular
instruction might also be difficult for them.
The design of modular courses must provide for enough time for the
teaching of theory important to skill mastery as well as enough practice to
guarantee that the skills are firmly established. Problem-solving abilities can
only be developed through a thorough understanding of relevant theory and
how it relates to practice. This means that designers of modular courses must
carefully organize content and processes, taking into account both student
characteristics and the relevant degree of skill that is being developed. It is
necessary to be aware of the limitations of learners at various levels.
Teaching-learning strategies must also be incorporated to aid in development

13
and consolidation at the current stage, as well as advancement to higher
levels in the development of expertise. (Cornford 2006)
That is why Loughran and Berry (2000) pointed out that individual learnt more
at their own pace,
because “Telling is not edifying and heedfully aurally perceiving is not learning.
However it is a process of first
Journal of Education and Practice

www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.17, 2014
106
understand and then express the idea or knowledge. One of the largest changes
in recent years has been the
addition of technology education facilities with individualized instructional modules.

D LeBrun (2001
That is why Loughran and Berry (2000) pointed out that individual learnt more
at their own pace,
However it is a process of first
Journal of Education and Practice

www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.17, 2014
106
understand and then express the idea or knowledge. One of the largest changes
in recent years has been the
addition of technology education facilities with individualized instructional modules.

D LeBrun (2001
14
Loughran and Berry (2000) pointed out that individual learnt more at their own
pace,
However it is a process of firs
As Tarek (2016) emphasized that since distance learning entails high level
of interaction between the teacher and students, the teacher must treat
learning problems that students might encounter taking into account the
individual needs of the students in terms of their learning styles. A study of
Nihat Uyangor, Hasan, et.al, stated that teachers have positive ideas in some
main points with regards to the modules, but they stated that there were very
important problems in the process of their applications. Teachers’ perceptions
towards modules are not different from each other in three different
institutions. However, the study conducted by Barbara Goldschmid and
Marcel L. Goldschmid on modular instruction it was suggest that modular
instruction meets the needs of today’s students more adequately that
traditional instruction both with respect to the quality of learning and content.
However, according to their study, there are certain problems may arise in
implementing modular learning. Thus, teachers who are new to distance
learning may feel unprepared to facilitate teaching, thus, need support as to
technical, pedagogical, and time management (Dyment, 2013). Instruction
heavily relies on technology leaving the teachers not fully prepared and lack
of competence (Nilson & Goodson, 2018).
Loughran and Berry (2000) pointed out that individual learnt more at their own
pace,
However it is a process of firs
15
Loughran and Berry (2000) pointed out that individual learnt more at their
own pace, because “Telling is not edifying and heedfully aurally perceiving is
not learning. However, it is a process of first understand and then express the
idea or knowledge. As a result, the repetitive nature of modularized activities
bores students, leaving them to jump through imaginary hoops (Loveland,
1999).
Module developments promote practice to plan and develop modular
materials. Module writers develop a common frame work for the design and
development of modular materials. Brown and Atkins (1991) state that when
designing modules, it is essential for teachers to be aware of concepts of deep
and surface approaches to learning. Many researches have previously been
conducted on the relationship between courses and the approach students
take to learning. (Martn & Saljo 1976), (Entwistle 1981), (Gibbs 1992),
(Ramsden 1992), (Biggs 1999). They found positive relationship between
curriculum and learning approaches. The goal of the modules is to provide
resources to instructors that will allow them to transform their classrooms
into active, student-centered learning environments. (Stewart & Wilkerson
1999).
Modular courses have been widely implemented as part of the
competency-based training agenda. However, there is emerging concern that
modular courses are not promoting effective learning although pragmatic
considerations indicate they will continue to be widely used since there
appear to be numerous advantages associated with their employment. A

16
major inherent weakness of modularization as a method of content
organization is it tends to fragment knowledge. The cognitive psychology and
skill learning literatures, largely ignored in the development and
implementation of competency-based training, indicate principles, which if
followed, will help to ensure effective learning from modular courses.
Particularly salient are the needs to ensure adequate practice and the
integration of modules if effective problem solving is a desired objective.
Stressed are the need for the teaching of ‘learning-to-learn’ strategies before
modular courses are commenced and the importance of assessment to
integrate knowledge gained from modules. Bruner’s spiral curriculum
concept, it is argued, is particularly useful in ensuring adequate practice and
effective integration in modular course design.
(Cornford, 2006)
The COVID-19 pandemic resulted in unprecedented actions in the area of
education: From the 13th of March to the 23rd of April, all schools in
Germany were closed, and teachers had to teach their students from home.
Thereafter, schools opened partly and stepwise. In Germany, the distance
teaching imposed by the COVID-19 pandemic was a mixture of traditional
public schooling and homeschooling (Wrase, 2020). Whereas schools set up
the curriculum and teachers provided tasks and instructions, parents were
expected to implement these tasks and instructions. Neither the parents nor
the teachers were well prepared to master the multiple challenges these
changes imposed on them. Many parents experienced unstructured task
transmission by teachers and a lack of teacher feedback (Wildemann &

17
Hosenfeld, 2020), whereas teachers struggled with keeping their relationships
to their students and missed advice and support from their schools (Goetz,
2020). Presumably, the gap in students’ achievement between families of high
and low socioeconomic status will be widened due to differences in material
and educational resources, living space, or availability of time, when children
were taught at home (Anger, Plünnecke, et al., 2020).
Despite the problems facing the community college, Cohen and Brown
(1982) assert that these institutions must continue to response with the
“cooling out effort”, to assist people in finding jobs, to provide connection, to
award credentials, and to provide short term, and hock learning experiences
for everyone, even those who do not go on to higher formalized learning. As
educational institutions, community colleges assist individuals to become
more effective, responsible members of society and help to provide a means
of upward social and economic mobility for individuals of any age. In order
to meet those broad objective in today’s environment, the implementation of
effective change in community colleges has become a major priority.
Modular learning represent a change in the instructional system of allied
health programs in the community college. The implementation of an
alternative to group-based instruction impacts of the teacher.
Modularization is principle of dividing a curriculum into small discrete
modules or units that are independent, non-sequential and short in duration
where students accumulate credit for modules which can lead to a
qualification for which a specified number of credit points is required.

18
Though there are different types of modular academic programs, all share an
underlying philosophy that learning can be broken down into measurable,
quantifiable units of knowledge. In contrast to a traditional linear degree
program comprised of a sequence of subjects, modularized degrees tend to be
made up of stand-alone, independent units that can be undertaken in
different orders and accumulated at different speeds.
The existing and inherent remote teaching problems superimposed
with the current and unprecedented problems, i.e., unavailability of policies,
guidelines, enough infrastructure and experiences of teachers and students
make the challenge more difficult. Additionally, in higher institution
programs, modules have specific learning outcomes. These outcomes provide
information on learning levels that students need to achieve targeted
educational objectives (Al-Shammari, 2011). Hence, the objectives of
assessment are directly linked with the achievement of the learning outcomes
both by supporting the learning process and measuring the degree of
learning. However, higher education institutions have faced another
additional challenge during the current unprecedented COVID-19 incident
due to lack of preparation of institutions, teachers, and students. Also, it was
investigated the challenges faced by higher academic institutions in COVID-
19 lockdown period considering a case study of Middle East College.
Particularly, to address the academic dishonesty in remote assessment an
investigation is carried out to identify and prioritize the appropriate
assessment type for various modules.

19
Late assignments submissions are sometimes generalized as
procrastination. Procrastination can be defined as the intentional delay of a
task (Nordby, Klingsieck, et al., 2017). The delay can come at any point of the
action, whether it is at the beginning of the task or at its completion. Although
procrastination is intentional, it may not be consciously labeled by the learner
as procrastination. Procrastination, particularly for college students, is a
ubiquitous phenomenon. Falkner and Falkner (2012) found that assignment
submission patterns could be an indicator for identifying at-risk students and
increased rate of course withdrawals at an institution. Several studies show a
correlation between student procrastination and academic performance
(Nordby et al., 2017). Procrastination can lead to missed classes, assignments,
and result in lower grades. Additionally, the quality and accuracy of work can
be reduced due to the pressure associated with completing an assignment on
a crunched timeline (Kim & Seo, 2015). In addition, procrastination tendencies
are linked to poor goal achievement and lower achievements (Akran, et al.,
2019).
The Philippines is in the process of adapting to the new normal form of
education at present, and continuous innovations of educators and active
involvement of other stakeholders are the driving force for its success. For the
continuity of education and for every school to still attain its mission and
vision which is to provide quality education to every Filipino learner, the
Department of Education implemented the Modular Distance Learning.
Distance Learning refers to a learning delivery modality, where learning takes
place between the teacher and the learners who are geographically remote
20
from each other during instruction. The teacher takes the responsibility of
monitoring the progress of the learners. The learners may ask assistance from
the teacher via e-mail, telephone, text message/instant messaging among
others. Where possible, the teacher shall do home visits to learners needing
remediation or assistance (Llego, et al., 2020). Printed Modules will be
delivered to students, parents or guardians by the teachers or through the
Local Government Officials. Since education is no longer held within the
school, parents serve as partners of teachers in education. Parents play a vital
role as home facilitators. Their primary role in modular learning is to establish
a connection and guide the child. (FlipScience, 2020).
The issues encountered towards modular distance learning approach were
communication failure like that of instructions or confusion of students on the
modules, limited teacher guidance, student’s in discourteous approach to
teachers, complaints on not understanding the module, and all of which
results to misbehavior on students and failure to pass worksheet on time. In
addition, the concerns of the MSU-Sulu teacher towards modular distance
learning approach were; first, hidden expenses on modules; second, teacher’s
lack of media literacy; third, poor internet connection which intercepts
communication between teacher and students; fourth, time constraint among
teachers due to overload paperwork; fifth, equipment problem and
complexity of the discussion as well as measurement of student’s
performance; sixth, managing student’s responses from time to time; seventh,
teacher’s unavailability and lastly, difficulties of studying among slow
learners.
21
Moreover, on teaching preparations on the adaptation of modular distance
learning approach, the issues were cater and set time for student’s inquiries
and be flexible to allow extension in terms of passing worksheets as well as
allow parents, relative or even friends to pass worksheets in their behalf to
lessen transportation expenses. Teachers must appreciate/ recognize his/her
students to boost their confidence and avoid favouritism while being
considerate to students who are attention seeker or may have ADHD.
Correspondingly, the concerns were. Teachers must encourage handwritten
answers to lessen plagiarism, on the absence of teacher, the parents and elders
must guide the students in their learning at home. Teacher and parent’s
guidance must go hand and hand in today’s learning. Teachers must likewise
be flexible in finding solutions on printing shortage. And lastly, alternative
teaching strategies like modular learning should be hone to aid lack of media
literacy of both teacher and students. (Alvarez, 2021)

22
Chapter 3
Methodology
This chapter is concerned with the research methods, and procedures
employed to systematically answer the specific problems; specifically,
research design, sampling techniques, instrumentation, validation of the
instruments, data gathering procedure, and the data analysis procedure.
Research Design
The study was qualitative research design. Qualitative Research is
intended to deeply explore, understand and interpret social phenomena
within its natural setting (Creswell 2002; Pope & Mays 1995; Denzin &
Lincoln, 1994). In addition, according to Creswell (1994), it is a
holistic approach that involves discovery. Qualitative research is also
described as an unfolding model that occurs in a natural setting that enables
the researcher to develop a level of detail from high involvement in the actual
experiences. On the other hand, Sandhursen (2000) stated that exploratory
studies result in a range of causes and alternative options for a solution of a
specific problem and it simply explores the research questions. Thus, the
study employed an exploratory method that explored with the lived
experiences on modular instruction among tertiary teachers of Basey,
Campus. Moreover, Teachers play an integral part in the implementation of a

23
curriculum as it is teachers who transform the curriculum specified as policy
and implement it practically in the classrooms. Teachers’ understanding, their
training back-ground, and lack of guidance and large class size are factors
which make it difficult for teachers to implement curriculum (Fullan, 1991). It
is obvious that teachers’ commitment is important in influencing the
implementation of curriculum (Jansen & Christie, 1999). Taole (2013) also
states that it is very important to provide support to teachers to achieve
effective curriculum implementation. Furthermore, the gap between policy
and implementation will remain open unless adequate and suitable attention
is given to teachers (Dembele & Lefoka, 2007). These all show that the role of
teachers in the curriculum implementation should not be neglected.
Research Locale
The study was conducted to the teachers of Samar State University
Basey, Campus. These respondents will respond to the interview guide
designed to elicit data on their response.
Instrumentation
In order to collect relevant and reliable data, researchers used semi-
structured interview questions that collects data and used as a basis for
obtaining accurate information. The interview questions was not open-ended.
Respondents answered through google form.
Validation of Instrument
24
The researchers prepared the questionnaire and after which a copy was
given to their adviser and panelist for possible comments and suggestions.
And then, the researcher’s undergone further improvement after the pre-oral
defense based on the comments and suggestions of the panel members.
Research Respondents
The participants of the study are the Tertiary Teachers of Samar State
University Basey Campus. The total number of participants were seven (7)
including the part time teachers for the study that aims to know the lived-
experiences on modular instruction. The researchers also included the school
coordinator as their key informants to achieved greater validity of the data
being gathered. Hence, the participants can provide valuable information that
the researchers seek to find out.
Data Gathering Procedure
The researchers first proposed a research title to the instructor. Upon
the approval, the researchers insure a consent letter to the faculty of Samar
State University Basey Campus as well as the coordinator of school. After
given permission, the researchers explained the purpose of the study to the
selected participants before conducting the interview guide. After that, all
faculties were gathered through google form in order for them to answer the
given research question.
Data Analysis
25
Thematic analysis was used in the study. Thematic analysis is a
good approach to research when examining data about people’s views,
opinions, knowledge, experiences or values from a set of qualitative data such
as interview transcripts [CITATION Jac20 \l 1033 ]. Researchers gathered data
through interview-guide and those were the following steps in analyzing
data. Using Thematic Analysis, a method having six-phase framework which
are 1. Become familiar with the data, 2. Generate the initial codes, 3. Search for
themes, 4. Review themes, 5. Define themes, 6. Write-up (Braun & Clarke,
2013), served as the guide of analyzing the data. In the initial part of the
phase, researchers undergone interview transcription as the data that was
collected in the google form. Additionally, the researchers formulated major
themes through the transcribed data. The transcription of data can be found
in Appendices D.
26
Chapter 4
Results and Discussion
This chapter presents the discussion of the responses obtained from the
interview guide conducted with the teachers of Samar State University Basey
Campus.
Perception of Tertiary Education Teachers in Modular Instruction
Having studied the lived experiences of tertiary teachers of Basey
Campus on modular instruction, the researchers gathered their responses as
to their various experiences. In this question, the researcher was able to come
up six (6) emergent themes. These are shown on table 1.
Table 1
Summary of the Themes under Perception of Tertiary Education in Modular
Instruction
Theme 1: Theme 2: Theme 3: Theme 4: Theme 5: Theme 6:
Teacher’s Showing Factors that Factors that Complicat Presentin
Concerns Diversity affect affect ion in g
Prior to of students’ teacher in manifesti Content
students Difficulties learning coping ng ideas in a
Understandin in acquisition enough for towards Modular
g on modular Instruction the making modular Approac
Approach of modules. of modules instructio h poses
n Challeng
es
 Uncertainne  Practical  Difficulty  Struggles  Difficul  Time-
ss on the Performa on on ty in Limit
27
Learning nces of channelin making express affects

Acquired by students g Content ing the
the students are quite Instruction Presentat idea on effort
hard to s and ion in the exerte
 Difficulty assess students modules constru d on
on reaching are Unable ction of conten
students  Opennes to  Difficulty learnin t
prior to s to comprehe on g Presen
their different nd Finding module tation
Understand learning reference s
ing style  Difficulty s and  Difficu
of resources  Difficul lty on
 Promotio Students to be ty of makin
n of to acquire used in Present g
Students’ Learning the ing conten
indepen making content t
dent of in Presen
Learning modules module tation
and s of
Boosting modul
sense of  Require es
Students’ ments definit
commit for e
ment efficien
task t and
accompli effectiv
shment e
constru
cting
and
designi
ng of
modula
r
courses
.
Teachers’ concerns prior to students understanding on modular approach
The researcher's first theme from the participants' narratives is their
concerns prior to students understanding on modular approach. It is
important to know their concerns to students’ difficulties and uncertainness
that they acquired in modular instruction.

28
The participant's significant statement, initial code, and theme name
are shown in Table 2.
Table 2
Thematic Map of the Teacher’s Concerns Prior to Students

29
Qualitative Data Initial Code Theme Name

At first, I was afraid if Uncertainness on the Teachers’ concerns
this modular instruction learning acquired by the prior to students
will be a best alternative students understanding on
for students' learning modular approach
since there was
restrictions in face-to-face
learning. Some of the
students focus directly to
the activities/assessment
instead of reading first
the content of the learning
material in which the
result will be, students'
have low cognitive
acquisition (P1 L6-9)
The disadvantage of
modular approach is that Difficulty on reaching
not all students are students’ concerns prior
capable of understanding to their understanding on
everything that is written the learning modules.
on their modules or their
learning packets, others
are not clearly instructed
by the teachers so they
find it hard to understand
or answer the activities
and questions correctly.
For me there are still
limitations in every
approach, like this
modular approach, like in
an actual class even you
have tried your best there
is always a clarification
for everything we would
like to ask our students
what have they learned
from the discussion, and
this was missing now in
the modular approach.
(P2 L10-25)
This theme answered the question number 1 and answered problem
statement number 1, How do you perceive the use of module for instruction?
30
Based on the gathered data, two participants out of seven (7) says that they
have difficulty on reaching students concerns about their understanding and
learning acquisition on modular instruction. Participant 1 state that, “Some of
the students focus directly to the activities/assessment instead of reading first the
content of the learning material in which the result will be, students' have low
cognitive acquisition”. Participant 2 added that modular instruction has also
disadvantages, “not all students are capable of understanding everything that is
written on their modules or their learning packets, others are not clearly instructed
by the teachers so they find it hard to understand or answer the activities and
questions correctly. Aside from that, they also stated that face-to face class has
proven its effectiveness rather than this said new normal wherein, the
students can learn from the discussion of the teacher and the activities itself.
This theme explains the diversity of learnings of the students in modular
instruction and face-to-face class. One of the identified difficulties that the
teachers encountered is the learning acquisition of the students wherein they
find it hard in answering and understanding such activities written on the
modules. For students, self-discipline has not been demonstrated in doing
independent study; the shift from the lecture method to modular instruction
might be difficult for students; choice among the available resource might
prove frustrating and since not all of the students are equal in terms to
capacity of learning, some students will have more or less prior knowledge,
learning efficacy and their output will be totally different to other students.
(Goldschmid & Goldschmid 1973).
Showing diversity of difficulties in instruction of module

31
The researcher's second theme from the participants' narratives shows
diversity of difficulties in instruction of modules. It's vital to consider
students’ practical performance, inclusivity to different learning styles and
students’ self-learning in instruction of modules.
The participant's statement, initial code, and theme name are shown in
Table 3.
Table 3
Thematic Map on Showing Diversity of Difficulties

I believe that it is Practical performances of Showing diversity of
designed to help students students are quite hard to difficulties in instruction
in the learning process. assess. of modules.
Based on my experience
in terms of the acquisition
of learning, I can say that
it is quite hard knowing
that I am handling a
subject that requires the
students to perform
laboratories (P3 L26-29)
The use of module for

instructions for me as a Openness to different
teacher is quite good, learning styles of the
because where making students.
discussions through text
and students learn at
their own pace. In terms
of acquisition of leaning
students differs in
learning style, there are
students who learned
more in a group activity,
while other prefers learn
alone. Making activities
in modules should
consider the diversity of
students and it should be
according to their needs
and learning styles (P4
L40-35)
32
The utilization of
modules promotes Promotion of students’
independent assessment. independent learning and
It exhorts students to boosting the sense of
develop or analyze students’ commitment
information. To acquire task accomplishment.
mastery of the lessons,
tasks are given in a
sequence of activities
from simple to
challenging. The design
of the tasks as such
formalizes the degree of
difficulty that the learners
could accomplish.
Students actively
participate in studying
the lessons discussed in
the course. They gain a
sense of commitment by
completing the tasks
outlined in the module.
The students advance on
their own with little to no
help from the instructor.
They are becoming
motivated as they
enhance student learning
(P5 36-43)
This theme answered the question number two (2) What are the
experiences of tertiary education teacher on modular instruction? Based on
the answers of the respondents, majority of them had a similar response that
constructing or making modules is not easy task. According to participant
12,3, and 4. They had conflict on making content presentation in modules and
adversity on finding references and resources that is needed in making
modular instruction. Participant 2 stated that, “During the very first making of
the modules or the learning packets of course that was so hard on my part because
most of my resources are in the school”. Participants 2 added that, “I have to be

33
dependent on the internet what is useful and are relevant to my discussion I used it
as reference.”
While participant 3 stated “With the construction of the modules, it is
challenging for us teachers to be able to construct a learning module since there are a
lot of things that must be checked in making a module”. Participant 2 also added
that, “There are also times that we are having difficulty in expressing the idea
through module.” The need to rapidly adapt to new contexts of teaching and
learning online has revealed how teacher education institutions and teacher
educators encountered and experienced the challenges and opportunities to
carry on their job in such unexpected circumstances (e.g. Flores and
Gago 2020; Nasri et al. 2020; Quezada, Talbot, and Quezada-Parker 2020). In
this time of pandemic, the researchers found out that the teachers encounter
challenges and problems in constructing the content of modular instruction
because this pandemic has put challenge education is an educational
experience where instructors and learners are separated during the process of
instruction and learning.
Factors that affect students’ learning acquisition
The researchers’ third theme is generated from the responses of the
participants concerning to the factors that affect students’ learning
acquisition. It is quite considerable since not all students are equally the same
in terms of learning.
The participant’s statement, initial code, and theme name are shown in
Table 4.
34
Table 4
Thematic Map on the Factors That Affect Students’ Learning Acquisition

Modular instruction for Difficulty on channeling Factors that affect
me is something a instructions and students students’ learning
difficult way of teaching are unable to acquisition.
my students though we comprehend.
have to. I can say because,
not all students can
comprehend like others
do. Aside from the fact
that they have to read
and understand, answers
the activities that a
particular learning packet
has, but sad to say there
are some students who
do not tried their best to
learn alone. Some just
copied their answers. I
mean, the part of the
modules where they can
find the answers of the
activity are just being
highlighted. (P6 L44-53)
Difficulty of students to
Modular instruction is the acquire learning.
most essential mode of
learning at this time of
the epidemic, but based
on my observation on
these modular
approaches, mostly of the
students aren’t able to
comprehend well
everything written on the
modules, and also Instead
of reading the content of
the learning material first,
some students jump right
to the activities, students
tend to be lazy reading
what’s on the module
making it hard for them
to gain learning (P7 L54-
58)
35
This theme answered question number 1, how do you perceive the use
of module for instruction? What made you say that? Based on the gathered
data, when asked about how they perceived the use of module for instruction,
two (2) participants out of 7 answered that they have difficulty on channeling
instruction for students and in that way, students had difficulty to acquire
learning. Participant 6 says that, “Aside from the fact that they have to read and
understand, answers the activities that a particular learning packet has, but sad to
say there are some students who do not tried their best to learn alone.” participant 6
also stated that some students are just copied answers on the module where
they can find answers on the activity. Participant 7 also supported that
student tend to be lazy reading what’s on the module. Mostly of the students
aren’t able to comprehend well everything written on the modules, and also Instead of
reading the content of the learning material first, some students jump right to the
activities, participant 7 added. This theme explained that the perception of
the teachers on modular instruction are difficult. One of the reasons of this is
that, in modular instruction, students have difficulty to comprehend and
understand because they tend to jump into activities written on module. As a
result, the repetitive nature of modularized activities bores students, leaving
them to jump through imaginary hoops (Loveland, 1999). This is direct
support to individual learning theory, wherein students need to gain social-
communicative competence.
Factors that affect teacher in coping enough for the making of modules
36
The researchers’ fourth theme is generated from the responses of the
participants concerning to the factors that affect teachers in coping enough in
making their modules. It is essential to be knowledgeable enough how the
teachers are coping the hindrances in constructing learning modules.
Table 5.
Table 5
Thematic Map on the Factors That Affect Teacher

It is a bit challenging for Struggles on making Factors that affect teacher
me because I was the one content presentation in in coping enough for the
to write or construct modules. making of modules
Learning material for my
subjects. Content
presentation in a modular
instruction is one the
most challenging part
because the whole
content should student-
centered. The instructions
in every activity should
be clear in a way that
students will be able to
learn from the material
without the presence of
the teacher. (P1 L61-65)
During the very first

making of the modules or
the learning packets of Difficulty on finding
course that was so hard references and resources
on my part because most to be used in the making
of my resources are in the of modules.
school, luckily I have
with me some notes from
my previous topics so I
was able to make some of
the topics that was
provided in the syllabus,
as to the new subject that
were not taught by me
before there comes the
37
problem now, (P2 L66-67)
This theme answered the question number two (2), how do you
perceive the construction of module for learning? Based on the responses of
the participants, all of them has point out that the construction of modules is
not easy. According to participant 1 and 2, they had Struggles on making
content presentation in modules and difficulty on finding references and
resources to be used in the making of modules. Participant 1 stated that, “It is
a bit challenging for me because I was the one to write or construct Learning material
for my subjects”. Participants 1 also stated that the content presentation in a
modular instruction must be student-centered and the students are able to
learn from the material without the presence of the teacher. While participant
2 has lack of resources to be used in making the modules. “During the very
first making of the modules or the learning packets of course that was so hard on my
part because most of my resources are in the school, luckily, I have with me some
notes from my previous topics so I was able to make some of the topics that was
provided in the syllabus”, participant 2 stated. Participant 2 added that, “I have
to be dependent on the internet what is useful and are relevant to my discussion I
used it as reference.” A study conducted by Nihat Uyangor, et.al, stated that
teachers have positive ideas in some main points with regards to the modules,
but they stated that there were very important problems in the process of
their applications. Teachers’ perceptions towards modules are not different
from each other in three different institutions. With this regard, participants
have difficulties in construction of modules because they are the one to write
38
or construct Learning material for their subjects and with this, the problem is
that they have a lack of educational resources that suit to their lessons. Hence,
it can be seen that the shift from lecture method to modular instruction might
also be difficult for them.
Complication in manifesting ideas towards modular instruction
The researchers’ fifth theme is generated from the responses of the
participants concerning to the complication in manifesting ideas towards
modular instruction. It is essential to know their experience and effort that
they are exerting in constructing their learning modules for their students.
Table 6.
Table 6
Thematic Map of Complication in Manifesting Ideas

With the construction of Difficulty in expressing Complication in
the modules, it is idea on the construction manifesting ideas
challenging for us of learning modules. towards modular
teachers to be able to instruction.
construct a learning
module since there are a
lot of things that must be
checked in making a
module. There are also
times that we are having
difficulty in expressing
the idea through module.
(P3 L76-79)
Difficulty of presenting
Making modules is not as content in modules.
easy task. Content should
be certain. (P4 L80-81)
Modular instruction does

have certain strong
points, and will continue
to be emerged and
39
enacted to appease Requirements for efficient

training and development and effective constructing
needs. In important to and designing of modular
maintain that modular courses.
instructions are as
efficient and effective as
possible, number of
specific recommendations
which need to be
recognized in
constructing and
designing modular
courses such as (1) It is
extremely coveted to
teach and develop
learning-to-learn skills.
prior to students
beginning modular
instruction; (2) Forms of
evaluation in use for
modules are essential in
means of delivering
teachers with direction in
addressing classes,
combining diverse
modules into a
meaningful whole, and
providing proof of
reliability in ability use
and; (3) Before
summative assessment,
serious thought should be
given to ways to ensure
that adequate time is set
aside for practice and
feedback. (P5 L83-93)
These themes answered question number 2, how do you perceive the
construction of module for learning? What are your experiences in terms of
content presentation of modules? According to the gathered data, participant
3, 4, and 5 has complication in manifesting ideas towards modular
instruction. When asked about their experiences in terms of content
presentation, participant 3 and 4 had difficulty in presenting and expressing

40
content for the making module considering that according to participant 4,
“Content should be certain”. However, participant 5 stated that, “it is important
to maintain that modular instructions are as efficient and effective as possible,
number of specific recommendations which need to be recognized in constructing and
designing modular courses” This theme explained that the tertiary teachers of
SSU Basey Campus has difficulty in constructing modules for learning and
their experiences towards the content presentation was also struggle for them.
This means that designers of modular courses must carefully organize content
and processes, taking into account both student characteristics and the
relevant degree of skill that is being developed. It is necessary to be aware of
the limitations of learners at various levels. Teaching-learning strategies must
also be incorporated to aid in development and consolidation at the current
stage, as well as advancement to higher levels in the development of
expertise. (Cornford 2006)
Presenting Content in a Modular Approach Poses Challenges
The researchers sixth theme generated from the responses of the
participants concerning to the presentation of content in a modular approach
that poses challenges. It is necessarily considerable for really the discussion in
this modular learning is limited because there are lots to consider specifically
your sources and your content must be definitely right and effective.
Table 7.
41
Table 7
Thematic Map on Presentation of Content

The construction of Time-limit affects the Presenting content in a
modules is limited in effort exerted on modular approach
terms of discussion content presentation on poses challenges.
because of the time modules.
limit. But on the other
hand, presentations of
contents depend on the
resources. (P6 L94-96)
It was so hard on my
part, because I am the Difficulty on making
one in charge of content presentation of
creating or writing modules definite.
learning materials for
my subjects, and every
content should be
certain. (P7 L97-98)
statement number 2. What are the experiences of tertiary education teacher on
modular instruction? Based on the gathered data, two participants out of
seven (7) says that they possess various challenges in terms of constructing
modules. Participant 6 state that, “The construction of modules are limited in
terms of discussion because of the time limit”. However, the participant 7 says,
“It was so hard on my part, because I am the one in charge of creating or writing
learning materials for my subjects…”. Besides, they added that content
presentation must be certain and dependent on the resources. This theme
explains the experiences of tertiary education teachers in constructing
modules. Above stated that they find it hard to construct and expand
discussion since there is a time allotted in the making. Aside from that, the
42
presentation of content is basically based upon the sources given, thus, the
researchers found out that they cannot easily add some information and
expand discussion because of the aforementioned factors. Education is no
longer dispensed in a traditional brick and mortar institution. Computer
based training is becoming common place for professional adults and the
technology is continually being enhanced. Yet, many adult learners can
benefit from a blended learning environment of face to face meetings in
concert with an electronic delivery system. The key is to explore how modular
learning can serve as an educational approach to build a strategic plan with
the result of empowering learners to achieve academic and professional
success. It is crucial to create a share foundational understanding of key terms
in order for all the organizational members to embrace change on common
ground. (Friestad-tate, 2014)
Experiences of Tertiary Education Teachers on Modular Instruction
Having studied the lived experiences of tertiary teachers of Basey
Campus on modular instruction, the researchers gathered their responses as
to their various experiences. In this question, the researcher was able to come
up two (3) emergent themes. As shown on table 8:
Table 8
Summary of the Themes under Experiences of Tertiary Education Teachers on
Modular Instruction
Theme 7: Understanding Theme 8: Students Relies Theme 9: Alternative
the Factors that on Internet yet Unable to Ways in Coping with
Contribute to Late Submit on time the Current Situation
Submission of Students’
work
 Compromising students  Difficulty in constructing  Finding Alternative
43
in terms of late modules, reason to seek ways in acquiring

submission of modules ideas on google resources
 Understanding Students’  Students rely on the  Internet

Factors Affecting their internet and cannot Connectivity as a
time of Submission of submit outputs on time means for resources
Modules
 Acquiring
 Late Submission of Clarifications and
Outputs of most ideas from google
Students.
 Pros and Cons of

Modular Instruction to
teachers and students
Understanding the factors that contribute to late submission of students
work
The seven themes that the researcher’ generated from the participants'
answers is their experiences and understanding the factors assist to late
submission of students outputs and considering students individual reason in
difficulty that the learners could accomplish in answering modular
instruction. It is relevance to meet the learners’ requisite that they obtained in
modular instruction.
Table 7
Thematic Map on Understanding Factors on Late Submission
Some of students were late Compromising students in Understanding the factors
in the submission of terms of late submission of that contribute to late
outputs but I still choose to modules. submission of students
have patience waiting for work.
their outputs because we
all struggling because of
this pandemic maybe they
have reasons for the late
44
submissions. Self-paced
needs an extra time and
extra effort unlike in the
face-to-face instruction. (P1
L102-106)
I could say that it was both Understanding students’

good and not so good factors affecting their time
because once you were of submission of modules.
able to finish your module.
Now the problem is the
student cannot submit on
time so we have to contact
then as to when they are
going to submit because
those students are living in
far flung barangays and
they find time to go out
since they don't have the
gadget and are not allowed
to go out. Self-paced
learning is sometimes
advantageous. We don't
know if it was them who
answered it or others
helped them in answering
so that's another
disadvantage due to this
pandemic in modular
approach. (P2 L107-120)
During submission of
outputs most of my Late submission of outputs
students weren't able to of most students.
pass it on time. (P3 L121-
122)
Modular instruction is an
effective teaching method, Pros and cons of modular
there are advantages such instruction to teachers and
as, it makes a student to students.
become resourceful, it
saves time and money,
while its disadvantages are
like technical problems,
lack of communication
with fellow students and
teacher. In submission of
45
outputs students can pass

on time through mails or in
school. Self-paced learning
challenges the students to
become more responsible
and it drives them to
achieve their goals. (P4
L123-128)
This theme answered the question number two (2) .What are the
experiences of tertiary education teacher on modular instruction? According
to the answers of the respondents, it shows that their answer has a similarity
in understanding the factors that contribute to late submission of students
work. According to participant 1, 2, 3, and 4. They stated that the submission
of the output of the students is not on time. We all know in this time of
pandemic we’re all experiencing many trials in life, it seems that every
individual has different reason why they have a conflict on submitting the
student’s output. Participant 1 stated that, “Some of students were late in the
submission of outputs but I still choose to have patience waiting for their outputs
because we all struggling because of this pandemic maybe they have reasons for the
late submissions.” participants 1 also added, “Self-paced needs an extra time and
extra effort unlike in the face-to-face instruction.” While participant 2 stated “the
student cannot submit on time so we have to contact then as to when they are going
to submit because those students are living in far flung barangays and they find time
to go out since they don't have the gadget and are not allowed to go out.” Participant
2 also added that, “Self-paced learning is sometimes advantageous. We don't know
if it was them who answered it or others helped them in answering so that's another
disadvantage in modular approach.

46
On the other hand, modular instruction can also have a number of
possible disadvantages to students and teachers according to Goldschmid and
Goldschmid (1973). For students, self-discipline has not been demonstrated in
doing independent study; the shift from the lecture method to modular
instruction might be difficult for students; choice among the available
resource might prove frustrating and since not all of the students are equal in
terms to capacity of learning, some students will have more or less prior
knowledge, learning efficacy and their output will be totally different to other
students. Likewise, for teachers, the time required to design modules is
usually a major problem. Other professional activities compete with a
professor’s teaching and course-preparation time; lack of concrete rewards
may be a problem. Attempts to innovate instruction and, lastly, teacher no
longer has “center-stage billing”. The shift from lecture method to modular
instruction might also be difficult for them. The researchers found out that the
teachers need to be patience and more understandable in the submission of
the outputs of the students because some students are struggling due to this
pandemic, some of them is experiencing technical problems, lack of
communication with fellow students and teacher and some of them has a
poor internet to contact them as to when they are going to submit because
those students are living in far flung barangays and they find time to go out
since they don't have the gadget and are not allowed to go out.
Students relies on internet yet unable to submit on time
The eight themes that the researchers’ generated from the participants'
answers is the resources where students relying in answering their modules

47
on the internet but unable to pass on time their outputs. Yet it is considerable
because sometimes internet connection is not permanent stable.
Table 9.
Thematic Map of Students Relies on Internet Yet Unable to Submit on Time
I, for one, is having a hard Difficulty in constructing Students relies on
time answering modules, modules, reason to seek internet yet unable to
primarily because, there ideas on google submit on time.
is nobody to guide me
how to do this. Self-paced
learning makes me more
independent; it gives me
much confidence for I
know, I discover things
that me alone can do it
through to be honest is
difficult and complicated.
Regarding on the
submissions of output, I
have to make it a point
that I’ll be able to submit
it on the given time, may
it be module/las and
projects. Though, I feel
more comfortable on
doing this because, I only
have to do it every
Monday. (P5 L129-139)
Students become more

reliant on the internet,
and mostly of my
students weren’t able to
Students rely on the
submit their outputs on
internet and cannot
time. Regarding for the
submit outputs on time.
submission of outputs, I
have also a hard time
considering that I have to
48
wait students to finalize

their outputs and that’s
the time that I’ll be able to
submit it on the given
time. (P7 L145-149)
statement number 2. What are the experiences of tertiary education teacher on
modular instruction? Based on the gathered data, two participants out of
seven (7) says that they had some unusual experiences towards the student’s
performance. The participant 5 says, “I sometimes used to google to seek
clarifications and ideas”. On the other hand, participant 7 added, “Students
become more reliant on the internet, and mostly of my students weren’t able to
submit their outputs on time”.
Consequently, the researcher ascertained that late submission of an
outputs of the students is due to the dependency on internet. Hence, these
consequences affect the teachers that led them to find hard in finalizing all
outputs. This theme explains the experiences of tertiary education teachers on
manifesting content and towards student’s performance. Teachers seek
information on internet to find some clarifications and ideas and likewise, the
students. This factor affects solely to the student’s reason not be able to
submit modules on the time given. The Internet plays a significant role in the
lives of young people today. Previous research points to advantages as well as
disadvantages of the use of the Internet in a formal educational context. The
aim of the current study was to investigate the influence of the use of the
Internet on planning and instruction. (Brandstrom, Camilla 2011).

49
Alternative Ways in Coping with the Current Situation
The nine themes that the researcher’ generated from the participants'
answers is their experiences and their coping mechanism on the factors
assisting to the construction and presentation of modules. It is important to
the teachers for they find such alternative ways in module making.
Table 10
Thematic Map on Coping with the Current Situation
I have to be dependent on Finding alternative ways in Alternative ways in
the internet what is useful acquiring resources coping with the
and are relevant to my current situation
discussion I used it as
reference and luckily I was
able to borrow books from
the colleagues from the
main campus, that ends my
struggle in module making,
but as time goes by as I was
able to adjust the current
situation and was
sometimes allowed to go
visit main campus, then I
was able to visit the library,
so everything goes well. (P2
L68-75)
My experiences in terms of Internet connectivity as a

content presentation of means for resources
modules is not that bad
because I am guided as
long as there a stable
internet connection and
resources for the content.
(P4 L81-82)
I sometimes used to google Acquiring clarifications and

50
to seek clarifications and ideas from google.

ideas. (P5 L131-132)
This theme answered the question number 2 and 3 and answered
problem statement number 2. What are the experiences of tertiary education
teacher on modular instruction? Based on the gathered data, three (3)
participants out of seven (7) says that they had some unusual experiences in
coping the current situations. The participant 2 stated “luckily I was able to
borrow books from the colleagues from the main campus, that ends my struggle in
module making, but as time goes by as I was able to adjust the current situation and
was sometimes allowed to go visit main campus, then I was able to visit the library, so
everything goes well ”. On the other hand, participant 5 also stated, “I sometimes
used to google to seek clarifications and ideas”.
Consequently, despite the obstacles that the teachers had faced, they
were able to discover strategies to cope with the lack of materials that were
appropriate for the current situation. Brown and Atkins (1991) state that when
designing modules, it is essential for teachers to be aware of concepts of deep
and surface approaches to learning.
Many researches have previously been conducted on the relationship
between courses and the approach students take to learning. (Marten & Saljo
1976), (Entwistle 1981), (Gibbs & Ramsden 1992), (Biggs 1999). They found
positive relationship between curriculum and learning approaches. The goal
of the modules is to provide resources to instructors that will allow them to
transform their classrooms into active, student-centered learning
environments. (Stewart & Wilkerson 1999).

51
Chapter 5
Summary, Conclusion and Recommendations
This chapter presented the summary of the findings, conclusions and
recommendations regarding to the Lived Experiences on Modular Instruction
among Tertiary Education Teachers of Samar State University Basey Campus.
Summary of Findings
The study wants to know the Lived Experiences on Modular
Instruction among Tertiary Education Teachers of Samar State University
Basey Campus particularly to their perceptions and experiences of modular
instruction.
As to the perceptions of the Tertiary Education Teachers in the use of
Modular Instruction, the researchers come up with six (6) emergent themes.
Those were the following themes: Teachers’ concerns prior to students
understanding on modular approach; Showing diversity of difficulties in
instruction of modules; Factors that affect students’ learning acquisition; Factors that
affect teachers in coping enough for the making of modules; Complication in
manifesting ideas towards modular instruction; Presenting content in a modular
approach poses challenges.
As to the experiences encountered by teachers in the development of
learning modules, the researchers were able to formulate with three (3)
emergent themes. Those were the following themes: Understanding the factors
52
that contribute to late submission of students’ work; Students relies on the internet
yet unable to submit on time; Alternative Ways in Coping with the Current
Situation.
Conclusion
At the end of the study and based on the data gathered from the
participants; the researchers were able to come up with the following
conclusions: (1) Teachers perceived modular instruction as difficult especially
in manifesting concepts, presentation of contents, and for the learning
acquisition of students towards modular approach. (2) As to the experiences,
teachers finds their experiences as quite challenging for the reason that they
find some factors affecting the content presentation, construction of modules,
delivery, and the retrieval. Yet, teachers find alternative ways in coping up
such problems in modular making.
Recommendation
Based on the findings of the study, the researchers greatly recommend

the following:
1. School should provide some learning materials and resources for
teachers in their module making.
2. Teachers should develop more modularized materials on different
topics in every course for variation of teaching strategies
3. To the students, develop their responsibility in terms of the activities
and outputs that teachers give to them.

53
4. There should a guide and support from parents of the children in
pursuing school-related activities,
5. To the Future Researchers, conduct a true experimental study on this
study to determine the effect of modular instruction on the academic
performance of students to confirm the effectiveness of the use of modular
instruction.
54
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LVI
APPENDICES
Appendix A: Letter to the Participants
Republic of the Philippines
SAMAR STATE UNIVERSITY
Catbalogan City
March 04, 2021
TERTIARY EDUCATION TEACHERS
Samar State University
Basey, Campus
Dear Ma’am/ Sir: Greetings! The undersigned are BEED students of Samar
State University currently taking a research entitled “Lived-Experiences on
Modular Instruction among Tertiary Education Teachers of Samar State
University Basey Campus”.
In this regard, we are asking from your good office to allow us conduct the
said study and to conduct a survey through questionnaire with our
respondents. Rest assured that the information gathered will be treated with
confidentiality and will be used for academic purposes only.
We are hoping for your favorable and positive response on this request in
anticipation of which we are thanking you very much.
Respectfully yours,
AMANTE, RIZEL C.
LVII
BARBAS, AILYN C.
COMANDA, ARVIE ANN N.
GRAVOSO, KIA MARIE A.
YANTO, CRESTYL C.
Noted by:
MR. JAKE BOY D. CARBONQUILLO
Adviser
LVIII
Appendix B: Letter to the Key informants

Republic of the Philippines
Catbalogan City
March 04, 2021
SCHOOL COORDINATOR
Basey, Campus
Dear Ma’am/ Sir: Greetings! The undersigned are BEED students of Samar
State University currently taking a research entitled “Lived-Experiences on
Modular Instruction among Tertiary Education Teachers of Samar State
University Basey Campus”.
In this regard, we would like to ask you few questions about the said study.
Rest assured that the information gathered will be treated with confidentiality
and will be used for academic purposes only.
We are hoping for your favorable and positive response on this request in
anticipation of which we are thanking you very much.
Respectfully yours,
AMANTE, RIZEL C.
BARBAS, AILYN C.
COMANDA, ARVIE ANN N.
GRAVOSO, KIA MARIE A.
YANTO, CRESTYL C.
Noted by:
MR. JAKE BOY D. CARBONQUILLO

Adviser
LIX
Appendix C: Interview Guide
1. How do you perceive the use of module for instruction? What made you
say that?
a. What are your experiences in terms of acquisition of learning?
2. How do you perceive the construction of module for learning?
a. What are your experiences in terms of content presentation of
modules?
3. What are your experiences of modular instruction?
a. What are your experiences in terms of submission of outputs?
b. What are your experiences in terms of self-paced learning?

LX
Appendix D: Transcript of Interview Guide
1. How do you perceive the use of module for instruction? What made you
say that?
a. What are your experiences in terms of acquisition of learning?
Respondent #1: At first, I was afraid if this modular instruction will be a best
alternative for students' learning since there was restrictions in face-to-face
learning. Some of the students focus directly to the activities/assessment
instead of reading first the content of the learning material in which the result
will be, students' have low cognitive acquisition.
Respondent#2: In this very moment, this pandemic time, modules for
instruction was the most important mode of instruction specially those
without internet, and no gadget students. They prefer this mode of instruction
for it gives them ample time to review things not like the online class wherein
there is the time limit and faster giving of instruction. The disadvantage of
modular approach is that not all students are capable of understanding
everything that is written on their modules or their learning packets, others
are not clearly instructed by the teachers so they find it hard to understand or
answer the activities and questions correctly, while if they are in a face to face
setting they can directly ask their teachers clarifies things right away not like
the modular approach, so they again tend to use another method which can
now be considered i think blended because students try to message their
teacher which is also of great help to improve their knowledge regarding the
topic. For me there are still limitations in every approach, like this modular
LXI
approach, like in an actual class even you have tried your best there is always
a clarification for everything we would like to ask our students what have
they learned from the discussion, and this was missing now in the modular
approach. If we try to put everything on the module the students tend to be
lazy reading again so we again find ways to make it a little bit shorter or brief
yet precise.
Respondent #3: I believe that it is designed to help students in the learning
process. Based on my experience in terms of the acquisition of learning, I can
say that it is quite hard knowing that I am handling a subject that requires the
students to perform laboratories.
Respondent #4: The use of module for instructions for me as teacher is quite
good, because were making discussions through text and students learn at
their own pace. In terms of acquisition of leaning students differs in learning
style, there are students who learned more in a group activity, while other
prefers learn alone. Making activities in modules should consider the
diversity of students and it should be according to their needs and learning
styles.
Respondent #5: The utilization of modules promotes independent
assessment. It exhorts students to develop or analyze information. To acquire
mastery of the lessons, tasks are given in a sequence of activities from simple
to challenging. The design of the tasks as such formalizes the degree of
difficulty that the learners could accomplish. Students actively participate in
studying the lessons discussed in the course. They gain a sense of

LXII
commitment by completing the tasks outlined in the module. The students
advance on their own with little to no help from the instructor. They are
becoming motivated as they enhance student learning.
Respondent #6: Modular instruction for me is something a difficult way of
teaching my students though we have to. I can say because, not all students
can comprehend like others do...aside from the fact that they have to read and
understand, answers the activities that a particular learning packet has, but
sad to say there are some students who do not tried their best to learn alone.
Some just copied their answers. I mean, the part of the modules where they
can find the answers of the activity are just being highlighted. Modules is a
must, because teachers do those very best just to feed students learning that
are needed in the academe. But in terms of learning, I cannot ready say that
all students will really learn as what u expect them to be like in a face-to-face
class discussion
Respondent #7: Modular instruction is the most essential mode of learning at
this time of the epidemic, but based on my observation on this modular
approach, mostly of the students aren’t able to comprehend well everything
written on the modules, and also Instead of reading the content of the
learning material first, some students jump right to the activities, students
tend to be lazy reading what’s on the module making it hard for them to gain
learning.
2. How do you perceive the construction of module for learning?

LXIII
a. What are your experiences in terms of content presentation of
modules?
Respondent #1: It is a bit challenging for me because I was the one to write or
construct Learning material for my subjects. Content presentation in a
modular instruction is one the most challenging part because the whole
content should student-centered. The instructions in every activity should be
clear in a way that students will be able to learn from the material without the
presence of the teacher.
Respondent #2: During the very first making of the modules or the learning
packets of course that was so hard on my part because most of my resources
are in the school, luckily i have with me some notes from my previous topics
so I was able to make some of the topics that was provided in the syllabus, as
to the new subject that were not taught by me before there comes the problem
now, so I have to be dependent on the internet what is useful and are relevant
to my discussion I used it as reference and luckily I was able to borrow books
from the colleagues from the main campus, that ends my struggle in module
making, but as time goes by as I was able to adjust the current situation and
was sometimes allowed to go visit main campus, then I was able to visit the
library, so everything goes well.
Respondent #3: With the construction of the modules, it is challenging for us
teachers to be able to construct a learning module since there are a lot of
things that must be checked in making a module. There are also times that we
are having difficulty in expressing the idea through module.

LXIV
Respondent #4: Making modules is not as easy task. Content should be
certain. My experiences in terms of content presentation of modules is not
that bad because I am guided as long as there a stable internet connection and
resources for the content.
Respondent #5: Modular instruction do have certain strong points, and will
continue to be emerged and enacted to appease training and development
needs. In important to maintain that modular instructions are as efficient and
effective as possible, number of specific recommendations which need to be
recognized in constructing and designing modular courses such as (1) It is
extremely coveted to teach and develop learning-to-learn skills.
prior to students beginning modular instruction; (2) Forms of evaluation in
use for modules are essential in means of delivering teachers with direction in
addressing classes, combining diverse modules into a meaningful whole, and
providing proof of reliability in ability use and; (3) Before summative
assessment, serious thought should be given to ways to ensure that adequate
time is set aside for practice and feedback.
Respondent #6: The construction of modules are limited in terms of
discussion because of the time limit But on the other hand, presentations of
contents depends on the resources.
Respondent #7: It was so hard on my part, because I am the one in charge of
creating or writing learning materials for my subjects, and every content
should be certain.
LXV
3. What are your experiences of modular instruction?
a. What are your experiences in terms of submission of outputs?
b. What are your experiences in terms of self-paced learning?
Respondent #1: a. Some of students were late in the submission of outputs
but I still choose to have patience waiting for their outputs because we all
struggling because of this pandemic maybe they have reasons for the late
submissions.
b. Self-paced needs an extra time and extra effort unlike in the
face-to-face instruction.
Respondent #2: In modular instruction I could say that it was both good and
not so good because once you were able to finish your module you just have
to wait for students activities and results but we should always have to rush
as there is the schedule for everything, now the problem is the student cannot
submit on time so we have to contact then as to when they are going to
submit because those students are living in far flung barangays and they find
time to go out since they don't have the gadget and are not allowed to go out,
others they submitted late others are not submitting so we ask others to get
their activities, others said that they have been busy doing other subjects
projects and activities too. Self-paced learning is sometimes advantageous and
not because you can adjust based on your own like as to when you are going
to study no limits but others forgot on the deadlines, while others upon
LXVI
receiving they returned it right away, we don't know if it was them who
answered it or others helped them in answering so that's another
disadvantage in modular approach.
Respondent #3: During submission of outputs most of my students weren't

able to pass it on time.
Respondent #4: Modular instruction is an effective teaching method, there
are advantages such as, it makes a student to become resourceful, it saves
time and money, while its disadvantages are like technical problems, lack of
communication with fellow students and teacher. In submission of outputs
students can pass on time through mails or in school. Self-paced learning
challenges the students to become more responsible and it drives them to
achieve their goals.
Respondent #5: Since we are in a pandemic, it’s quite not normal for us
having such kind of delivery modality. I, for one, is having a hard time
answering modules, primarily because, there is nobody to guide me how to
do this and so, I sometimes used google to seek clarifications and ideas
a. Self-paced learning makes me more independent; it gives me
much confidence for I know, I discover things that me alone can do it though,
to be honest is difficult and complicated. At the end of the day, learning
doesn’t only exist with somebody but sometimes within you.
b. Regarding on the submissions of output, I have to make it a
point that I’ll be able to submit it on the given time, may it be module/las and
projects. Though, I feel more comfortable on doing this because, I only have to
do it every Monday.
LXVII
Respondent #6: Modular instructions makes students sometimes more
dependent on the internet that is why even if u have to set deadlines, others
can't make it because of low internet connectivity, no gadgets, no enough load
and some don't even have gadget. While in self-paced learning students are
obliged to participate and to do the learning tasks in a particular activity
Respondent #7: Students become more reliant on the internet, and mostly of
my students weren’t able to submit their outputs on time.
a. regarding for the submission of outputs, I have also a hard time
considering that I have to wait students to finalize their outputs and that’s the
time that I’ll be able to submit it on the given time.

LXVIII
LXIX
APPENDIX E: Researchers’ Profile
RESEARCHERS’ PROFILE
Name : Amante, Rizel C.
Address : Brgy. Salvacion, Basey, Samar
Contact Number : 09505973861
E-mail : rizelcajes@gmail.com
PERSONAL PARTICULARS
Date of Birth : July 3, 1996
Place of Birth : Basey, Samar
Nationality : Filipino
Gender : Female
Civil Status : Single
EDUCATIONAL BACKGROUND
Elementary : Salvacion Elementary School
Secondary : Basey National High School
College : Samar State University

LXX
Name : Barbas, Ailyn C.
Address : Brgy. San Jose, Palo, Leyte
E-mail : aiilenn59@gmail.com
Date of Birth : November 11, 1999
Place of Birth : Sta. Rita, Samar
Gender : Female
Elementary : Magsaysay Elementary School
Secondary : Valeriano C. Yancha Memorial Agricultural School

LXXI
Name : Comanda, Arvie Ann N.
Address : Brgy. Loyo Basey, Samar
E-mail : arvieanncomanda9@gmail.com
Date of Birth : November 01, 1999
Gender : Female
Elementary : Basey 1 Central Elementary School
Secondary : Basey National High School

LXXII
Name : Gravoso, Kia Marie A.
Address : Brgy. Dolongan Basey, Samar
E-mail : gravosokia@gmail.com
Date of Birth : September 18, 2000
Gender : Female
Elementary : Dolongan Elementary School
Secondary : Valeriano C. Yanche Memorial Agricultutural School

LXXIII
Name : Yanto, Crestyl C.
Address : Brgy. Villa Aurora, Basey, Samar
E-mail : crestylcyanto@gmail.com
Date of Birth : January 18, 2000
Gender : Female
Elementary : Villa Aurora Elementary School
Secondary : Valeriano C. Yancha Memorial Agricultural School

i

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LIVED EXPERIENCES ON MODULAR INSTRUCTION

AMONG TERTIARY EDUCATION TEACHERS OF

Arvie Ann N. Comanda

Kia Marie A. Gravoso

This thesis entitled “LIVED EXPERIENCES ON MODULAR

JAKE BOY D. CARBONQUILLO, MA.Ed-CI

ROSYBELLE T. SABLAD, MAEd-EM

JHONIL BAJADO, MAT-SS ALONA MEDALIA GABEJAN, D.A.

GINA U. ESPAÑO, Ph.D.

June 25, 2021

This study wants to know the Lived Experiences of Modular Instruction

Key words: Modular; key informants; learning resources; interview guide.

information needed in making this study.

in giving us our financial needs and motivating us to make this research a

To our adviser, Mr. Jake Boy D. Carbonquillo, for his patience,

support, advice, guidance, suggestions and for sharing his knowledge in

finishing this research.

To our panel members, for their pieces of advice and recommendations

to make this research possible.

Above all, to our Almighty God for His showers of blessings

throughout our research work to complete the research successfully

To the parents of the researchers who supported us morally, financially, and

us to finish the study.

giving us peace of mind and determination through our hardest times.

CHAPTER 1 PROBLEM AND ITS SETTING

Significance of the Study...........................................................................................7

Scope and Delimitation.............................................................................................7

Review of Related Studies......................................................................................10

Data Gathering Procedure......................................................................................23

Results and Discussion................................................................................................25

CHAPTER 5 - SUMMARY, CONCLUSION AND RECOMMENDATIONS

Appendix A: Letter to the Participants................................................................LIV

Appendix B: Letter to the Key informants..........................................................LVI

Appendix C: Interview Guide.............................................................................LVIII

Appendix D: Transcript of Interview Guide......................................................LVII

APPENDIX E: Researchers’ Profile..................................................................LXVIII

PROBLEM AND ITS SETTING

Manalo, Franz, et al., (2020) stated that COVID-19 pandemic has

resulted drastic changes in education. Part of it is the shift from face-to-face

classes to different learning modalities which include distance learning.

Since education is believed to continue despite the circumstances, teachers

started to prepare for modular and online distance learning. Teaching is

possible, but, has challenges as well. Hence, this phenomenological research

explored the lived experiences of secondary teachers in the Division of San

Pablo City in the pre-implementation of distance learning in the new

normal. The participants were selected through purposive sampling and

underwent one-on-one actual in-depth interview through video conference.

The documented interviews were transcribed and coded. Categories were

themes related to preparation such as gathering resources and establishing

practices, profiling learners, and capacity building for continuous learning

and development; three core themes related to challenges such as

complexity of assessment, difficulty in instructional delivery and digital

positive well-being, time management, openness to change, peer mentoring,

and collaboration. Findings revealed that as education migrates to a New

Normal, teachers make necessary preparations to equip themselves with

pre-implementation of distance learning to address their needs in resources

and training to effectively facilitate the delivery of quality education for

Due to this COVID-19 pandemic, education sector is one of the most

safety and security. Health concerns of school personnel, students, parents,

serious disruption to more educational opportunities. The opening of cases

prepare continuity plans and manage alternative learning modalities.

the most susceptible to disturbance, so education leaders decided to cope