“Challenges Encountered by K to 3 Teachers in the

Conduct of Learning Assessment on Modular Remote

Teaching”

Proponent:
Juvy Jane C. Madridano
 CHAPTER 1
THE PROBLEM AND ITS SCOPE

I. Introduction

COVID-19 is a public health hazard that affects people all over the world. The

unprecedented covid-19 pandemic brought in a new normal, abruptly altering the setting

and introducing new normal systems for education, labor, leisure, and other activities.

This needs to be changed in order to protect everyone's safety throughout this crisis. The

fight against this menace has far-reaching consequences that impacted practically every

aspect of humanity. Travel restrictions (Chinazzi et al., 2020), school closures (Viner et

al., 2020), global economic recession (Fernandes, 2020), political conflicts (Barrios &

Hochberg, 2020), and racism have all resulted as a result of these factors (Habibi et al.,

2020)

The Coronavirus outbreak has a significant impact on educational activities all across

the world. The educational sector is one of the most affected. Most countries have

temporarily closed educational facilities to slow the spread of the virus and prevent

infections (Tria, 2020). Within the school, face-to-face involvement of pupils and

teachers has also been suspended. According to the United Nations, the effects of the

Covid-19 epidemic have exacerbated the education crisis and increased inequality in

access to school (UN, 2020). Moreover, despite progress, the report stated that the 2030

education targets are not on track. This is because disruptions in schooling have an impact

on youths' and children's learning outcomes, as well as their behavioral and social

development. (The United Nations, 2020).

Meanwhile, the Philippines is currently transitioning to the new normal type of

education, with educators' ongoing innovations and active participation from other
stakeholders serving as the driving force behind its success. UNICEF emphasizes the

importance of education in determining a child's destiny. According to Magsambol

(2020), there is a clear divide between those who can afford the resources to use the new

education platform and those who cannot. (Alipio, 2020) noted that in an economically

challenged country like the Philippines, low-income sectors and rural locations where

learners' financial, operational, and internet connectivity issues must be solved first before

converting to e-learning during the pandemic. With the DepEd's mantra "no child left

behind," the overall situation of children in the public school system communicates a

message of inequity. Learning, on the other hand, cannot be canceled in order to drive the

economy. “Education must continue even in times of crisis, whether it be calamity,

disaster, emergency, quarantine, or even war,” said DepEd Secretary Leonor Briones

(DepEd, 2020).

The Department of Education implemented Modular Distance Learning, in which

learning takes place between the teacher and learners who are geographically separated

from each other during instruction, to ensure that education continues and that every

school continues to achieve its mission and vision of providing quality education to every

Filipino learner. (Sadiq & Zamir, 2015) stressed the effectiveness and benefits of modular

teaching, while (Tria, 2020) stated that numerous recommended teaching styles for the

new normal education have issues, challenges, and problems that must be solved.

The researcher decided to have a survey among Kindergarten to Grade 3 teachers at

San Roque Elementary School, San Vicente Central Elementary School, and San Agustin

Elementary School in Prosperidad V, Agusan del Sur Division.

For this reason, the purpose of this study sought to explore the difficulties that K to 3

teachers encountered when employing a modular approach and conducting learning

assessments in remote areas during the Covid-19 pandemic. The findings of the study
 may help the basic education department to investigate the conditions of teachers in

distant teaching during times of crisis and, eventually develop programs and policies to

strengthen the modular approach, particularly at the primary level.

Theoretical Framework

This study is anchored on Jack Mezirow's (1994) transformative learning theory

which states that learning begins with an experience that leads to what is called a disorienting

dilemma like cognitive dissonance, or the discomfort that comes from realizing your current

understanding of the world does not fit with current evidence. COVID-19's unanticipated,

unplanned, and abrupt change to modular learning has undoubtedly generated cognitive

dissonance, as our ideas about education have been questioned, and severe injustices in our

educational system have been worsened.

The theory of Holmberg (1986) which stated that theoretical considerations provide

distance educators with a touchstone against which they may make confident judgments.

Holmberg reaffirmed the need of theory in 1988, adding, "One consequence of such

comprehension and explanation will be that hypotheses can be developed and tested." This

will lead to insights into what to expect in distant education under what situations and

circumstances, paving the path for actual methodological application that can be verified.

Some have defined distance education as "little more than a jumble of concepts and

practices borrowed from traditional classroom settings and forced on learners who happen to

be geographically removed from the teachers" (Garrison, 1990; Hayes, 1990).

Implementation concerns grow more critical as distance education struggles to develop

acceptable theoretical frameworks. The learner, the teacher, and the technology are all

involved in these difficulties. Remote educators must examine how the learner, the teacher,
and the technology collaborate to develop knowledge because of the nature of distance

education as learner-centered instruction.

Keegan (1986) identifies three historical approaches to the development of a theory of

distance education. Theories of autonomy and independence from the 1960s and 1970s,

argued by Wedemeyer (1977) and Moore (1973), reflect the essential component of the

independence of the learner. Otto Peter's (1971) work on a theory of industrialization in the

1960s reflects the attempt to view the field of distance education as an industrialized form of

teaching and learning. The third approach integrates theories of interaction and

communication formulated by Badth (1982, 1987), and Daniel and Marquis (1979). Using the

postindustrial model, Keegan presents these three approaches to the study and development

of the academic discipline of distance education. It is this concept of industrialized, open,

nontraditional learning that, Keegan says, will change the practice of education.

In the study of Garrison (1997), the development of remote education theory, for

example, which informs and explains computer mediated communication, is both an

opportunity and a challenge. Asynchronous collaborative learning may well be the defining

technology of online education in the post-industrial era. This technology, coupled with audio

and video conferencing, has been suggested to represent a paradigmatic shift in remote

education, allowing for collaborative ways to learning at a distance (Garrison, 1997). Real-

time verbal communication and asynchronous writing communication have extremely

different properties. The former promotes thought and precision, whereas the latter is

impulsive and transitory. While distant education practitioners have traditionally depended

mainly on print, distance education theorists have only lately begun to identify the distinctive

qualities of text-based communication and acknowledge that such communication might

influence learning outcomes in a variety of ways (Garrison, et al., 2000; Peters, 2000).
 Based on these theories, this study will analyze the challenges faced by K to 3

teachers in the conduct of learning assessment on modular remote teaching.

In terms of research flow, the study will be carried out in accordance with the

research procedure depicted in Figure 1.

COVID-19 K to 3 Teachers’ Experiences

Pandemic

Primary
Teaching

Modular
Remote
Teaching

Learning
Assessment

Addressing the challenges of K to 3 Modular

Remote Teaching

Figure 1: The Research Flow

Statement of the Problem

This study aims to explore and describe the challenges encountered by K to 3 Teachers’

in the conduct of learning assessment in remote area using modular approach during the

pandemic.

Specifically, this study attempts to answer the following questions:

1. What are the challenges encountered by K to 3 teachers in modular remote teaching in

terms of:

1.1. Learning Assessment

1.2. Methods and Tools

1.3. Reliability and Authenticity

1.4. Feedback from Home-based Partners

1.5. Formative and Summative Assessment

2. What are the interventions used to address these challenges?

Significance of the Study

The findings of the study will be beneficial to the following:

DepEd. They will assist in addressing the issues that teachers in rural areas face. They are

encouraged to place a high priority on providing teachers with high-quality learning materials

as well as other necessary tools and resources to help them do their jobs.

Teachers. They will be given high-quality learning materials as well as other tools and

resources to assist them in doing their duties. They will be provided a variety of training and

seminars in order to be better prepared to give better education in the face of the pandemic, as

it is departmental policy to train teachers not only for professional growth but also to be

prepared for unforeseen eventualities.

Pupils. They will be provided a quality instruction as a result from the interventions made by

the teachers.

School Administrators. They will be gaining insights into what steps are necessary to assist
both teachers and pupils with the issues that modular remote teaching presents.

Scope and Delimitations of the Study

The study will concentrate on the challenges that K to 3 teachers encountered when

conducting modular remote instruction based on the framework while conducting learning

assessments. The study's main goal is to describe the meaning and nature of the participants'

challenges with learning assessment in modular remote education. The data will be acquired

through a conversational or interview format, and then interpreted line by line. This

interpretation will serve as the foundation for recommended actions aimed at improving the

resiliency and learning continuity of teachers and education in the event of a pandemic.

The research is limited solely on the challenges that K to 3 teachers have when doing

modular remote teaching. The analysis excludes the status of teachers, budget allocations,

and the principal. Only the data provided by the participants is used in the interpretation.

Based from the data gathered, the researcher would recommend a training to the Division of

Agusan del Sur if the results indicate that the participants require training about different

assessment methods and strategies.

Definition of Terms

To provide the clarity of the language and terms used in this study, the following

definitions of some terminologies are offered:

 Learning Modality - Learning is in the form of individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic copy,

whichever is applicable in the context of the learner and other learning resources like

Learner’s Materials, textbooks, activity sheets, study guides and other study materials.

Learners access electronic copies of learning materials on a computer, tablet PC or

smartphone. CDs, DVDs, USB storage and computer-based applications can all be used to

deliver e-learning materials, including offline e-books. The teacher takes the responsibility of

monitoring the progress of the learners. The learners may ask assistance from the teacher via

email, telephone, text message/instant messaging, etc. Where possible, the teacher shall do

home visits to learners needing remediation or assistance. Any member of the family or ty

stakeholder in the community need to serve as para-teachers.

Modular Distance Learning – is an alternative learning modality which features

individualized instruction that allows learners to use self-learning modules (SLMs) in

print or digital format/electronic copy, whichever is applicable to the learner.

Learners under Modular Distance Learning can also use other resources such as

Learner’s Materials, textbooks, activity sheets, study guides, and other study

materials.

Learning Assessment - evaluate students using multiple instruments across multiple

domains of knowledge, dispositions, and performances.

 Assessments include paper and pencil tests, performance measures, evidence

of positive effects on student learning, external reviews, and self-reports,

some embedded in instruction and some summative in nature.

 Through assessment, students demonstrate their knowledge and skills.

  Assessment data are collected through a variety of assessors (e.g., instructors,

administration, students, peers, future employers, etc.)

 Assessments reflect current knowledge and best practice in domain of the

specialty field.

Formative assessment – is to monitor student learning and provide ongoing feedback

to staff and students. It is assessment for learning. If designed appropriately, it helps students

identify their strengths and weaknesses, can enable students to improve their self-regulatory

skills so that they manage their education in a less haphazard fashion than is commonly

found. It also provides information to the faculty about the areas students are struggling with

so that sufficient support can be put in place. Formative assessment can be tutor led, peer or

self-assessment. Formative assessments have low stakes and usually carry no grade, which in

some instances may discourage the students from doing the task or fully engaging with it.

Summative assessment - is to evaluate student learning at the end of an instructional

unit by comparing it against some standard or benchmark. Summative assessments often

have high stakes and are treated by the students as the priority over formative assessments.

However, feedback from summative assessments can be used formatively by both students

and faculty to guide their efforts and activities in subsequent courses.

 CHAPTER 2

REVIEW LITERATURE

Education has a significant impact on the lives of pupils. Teachers are an important

part of this process since they are one of the most important tools for delivering high-quality

education. The introduction of COVID-19 in the Philippines resulted in significant changes in

the educational landscape. One of these is the Department of Education's implementation of a

new form of instruction. Most education systems have been forced to adopt alternatives to

face-to-face teaching and learning as a result of the present COVID-19 dilemma. Many

educational systems have relocated activities online in order to continue teaching despite

school closures (OECD, 2020). The shift in school teaching-learning delivery to modular

distant learning made the delivery of fundamental quality education more difficult for school

workers. That is why DepEd officials are constantly looking for solutions to alleviate

challenges and equip teachers and school administrators to be more effective in the field of

modular remote learning (Bagood, 2020).

Bagood (2020) further stated that beginning in May 2020, selected teaching personnel

and Education Program Supervisors produced modules in all topics for all grade/year levels

throughout four quarters based on the "Most Essential Learning Competencies." These self-

learning modules are already learning packages, with a pre-test, discussion, and a set of

evaluation/assessment questions. With the modular learning class schedule, they are given to

all learners. Teachers in public schools all around the Philippines have adopted this type of
educational strategy. Teachers are critical to maintaining high-quality education in the face of

the pandemic.

Teachers were well aware of the presence and repercussions of the COVID-19

pandemic, according to a study conducted by Lapada et al. (2020). Despite the hazards posed

by the COVID-19 pandemic, teachers continue to assist students by developing modules that

act as a learning guide. As a result, the teacher becomes a facilitator in the growth of the

student as a member of their community and society (Martineau et al., 2020). However,

Malipot (2020) emphasized that teachers use modular remote learning to vent their

grievances.

As front-liners in the educational system, they have undergone various training and

seminars to be better equipped in delivering better education amid the COVID-19 pandemic,

as it is a departmental policy to train teachers not only for professional growth but also to be

prepared for unexpected circumstances, according to Bagood (2020).

According to a study conducted by Ambayon (2020), modular instruction is more

effective in the teaching-learning method than traditional teaching methods since students

learn at their own pace in this modular approach. It is an unlimited self-learning process in

which students are stimulated and their interest is piqued by quick reinforcement, such as a

comment on a practice exercise. As a result, this type of learning modality promotes a

student-centered learning strategy. However, teachers, students, and parents faced numerous

obstacles as a result of the deployment of modular learning.

Teachers in the Philippines carry the burden of these challenges as they teach using

modular approach in remote teaching especially in the provinces where connectivity on the

internet is a problem. Furthermore, teachers during the pandemic who are teaching in the

remote area of the country might have other significant experiences in delivering modular

approach to cater the needs of their learners. Though the study of Sadiq and Zamir (2016)
emphasized the effectiveness of modular teaching, Tria (2020) reiterated that several

recommended teaching approaches for the new normal in education have issues and problems

that are present and need to be addressed.

(Barron et al., 2021) suggested that countries will need to implement those teaching

efforts that have into the normal education system in order to rebuild better education

systems. To fully utilize the promise of remote and blended learning, it is vital to empower

teachers by investing in the necessary skill development and capacity building. Freeing

teachers' time from administrative responsibilities, focusing on what is pedagogically

beneficial, and providing socio-emotional support for teachers are all critical. Teachers' roles

have altered as a result of the pandemic and longer school closures, and most of them were

unprepared. To ensure teacher health and avoid burnout, a thorough approach for socio-

emotional monitoring and psychosocial support is required. 

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, research locale, population and the

participants of the study, sampling design, research instrument, and validation of research

instrument, data gathering procedure, scoring and quantification of data, and statistical data.

Research Design

To achieve the study's goals, a qualitative research design, namely an illustrative case

study, was used. As a result, this form of case study explains the persons involved, their

location, and what they do. Furthermore, the phenomena or scenario, as well as what is being

experienced and why, is described as an illustrative case study to enlighten readers about the

specific issue being investigated (Hayes et al, 2015).

Research Locale

The place of the study will be conducted to three schools of Prosperidad V, Division

of Agusan del Sur namely: San Roque Elementary School, San Roque, Prosperidad, Agusan

del Sur, San Vicente Central Elementary School, San Vicente, Prosperidad Agusan del Sur,

and San Agustin Elementary School, San Agustin, Prosperidad, Agusan del Sur. Agusan del

Sur is a lankblocked Philippine province in the Caraga area, namely in Mindanao. The term

Agusan comes from the native vernacular agasan, which means "the water can easily flow

everywhere," referring to the Agusan River, which breaks the earth's crust and flows south to
north. It is the country's third largest river and served as a highway for Spanish immigrants

seeking access to northeastern Mindanao's interior. Prosperidad is the seat of the province of

Agusan del Sur and a first-class municipality. It includes 32 barangays and a hospital with a

capacity of 150 beds. With a type II climate, there is no dry season in this small village, and

rain falls from December to January. San Roque, San Vicente, and San Agustin are barangays

in the Prosperidad municipality. It is the location of San Roque Elementary School, San

Vicente Central Elementary School, and San Agustin Agusan del Sur, the study’s’ participant

institution.

Population and Participants of the Study

The K to 3 teachers from San Roque Elementary School, San Vicente Central

Elementary School, and San Agustin Elementary School in Prosperidad District V, Division

of Agusan del Sur would be the study's target participants. A total of 16 teachers, including

four kindergarten teachers, four first-grade teachers, four second-grade teachers, and four

third-grade teachers.

Sampling Design

Purposive sampling, a sort of nonprobability sample, will be employed in the study.

This entails locating and selecting individuals or groups of individuals who are particularly

knowledgeable or experienced about a phenomena of interest (Cresswell & Plano Clark,

2011). In addition to knowledge and experience, the importance of availability and

willingness to participate, as well as the capacity to articulate, express, and reflect on

experiences and ideas.

Research Instrument/s

Based on the study topics, the researcher will create a survey questionnaire and

interview guidelines for data collection. Researcher will use open-ended questions to perform
a research to see which responses are the most common. The next to be used will be the

information from the survey to create closed-ended questions with the most prevalent

responses as answer options. As a result, the questions may better reflect what the general

public is thinking, how they view a certain topic, or bring to light difficulties that the

researchers were unaware of.

Validation of Research Instrument

The research instrument will be reviewed and evaluated by Curriculum

Implementation Division experts, who will ensure that the questions accurately capture the

topic, that the question construction is correct, and that the survey does not contain common

errors like leading, confusing, or double-barreled questions. Hence, validating survey

questions is a necessary step in ensuring that a survey is accurate. It provides a layer of

quality and professionalism to the final product while also increasing its dependability.

Data Gathering Procedure

The researcher will write a letter to the school head of the selected school, requesting

permission to perform the study. Once permission is granted, the researcher will inform the K

to 3 teachers at the chosen school about the research study's progress. One of the researchers'

top priorities will be maintaining the confidentiality of the subjects. The researcher

emphasized the importance of the study and their participation to them in order to gain their

cooperation. The questionnaire was attached to an introductory letter and the respondents

were given a week to answer to the questions. At a mutually agreed-upon time, the researcher

collected the completed surveys. Interview and test questionnaires can be distributed and

retrieved in the following ways: (1) online using Google Forms, (2) guided phone calls, (3)

printed instruments distributed and retrieved with the assistance of the barangay LGU, and

last but not least (4) face to face filling or answering of instruments with PPEs and strict
social distancing of 1 to 2 meters away, with no more than 10 participants, and should have a

declaration.

Scoring and Quantification of Data

In the quantification of data, a thematic analysis will be applied, a method of

assessing qualitative data. In most cases, it refers to a collection of texts, such as interview

transcripts. The researcher will carefully studies the data to uncover recurrent themes (theory

or idea) as well as recurring patterns of meaning (Caulfield, 2021). In qualitative research,

thematic analysis is useful for gaining insight into people's thoughts and opinions, as well as

their experiences and values. (Braun & Clarke, 2006).

Statistical Treatment

The information will be gathered using a survey questionnaire and a checklist.

Tallying, analyzing, and interpreting the responses will be done. The statistical tools

employed for data analysis were frequency, ranking, and weighted mean. The descriptive

research method will be used in this investigation. The descriptive technique, according to

Broto (2007), is used to find answers to the questions who, what, when, where, and how.
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