Kumusta naman?

:Lived Experiences of teachers in delivering Modular Distance Learning

and its
implications to their personal lives : A basis for Wellness Program for teachers amidst
the Pandemic

INTRODUCTION

Background of the Study

The Pandemic of COVID-19 is changed the entire world, and the domain of

education is definitely not an exception. Aside from the fact that schools are closed

and everyone is restricted to go outside and ought to stay at home, the Philippine

education system is currently adapting to the new blended learning mandated by the

Department of Education. Despite the calls for an academic freeze due to the corona virus

outbreak nationwide, and even worldwide, the Department of Education strongly believes

that education should not be compromised.

Initially, DepEd provided four (4) learning delivery modalities under their Learning

Continuity Plan which includes; Blended Learning, which allows the combination of face to

face, online, and modular learning delivery; the Distance learning , which is considered as

the most viable for independent learners which supported by the parents nor guardian;

Homeschooling is providing equal access to education at home which facilitated by the

qualified parents/guardians; and Face-to-Face learning which both of the students and

teachers are present in the school and should be based on the recommendation of IATF.

The said learning delivery modalities that schools can adopt may be one or a

combination of the previously stated depending on the COVID-19 restrictions and the

particular context of the learners in the school or locality. In some schools, they provided two

options due to shortage of resources which includes Online Distance Learning and Modular

Distance Learning. Online learning highly encouraged the students with own laptop/PC with

stable internet connection to attend the online learning, given that they will be using several

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online applications in order to conduct classes. In the Modular Distance Learning whereas

the modules will be provided and the parents are encouraged to pick up the and return the

modules together with the answer sheets during distribution and retrieval dates set by the

school, respectively. In addition, the Television and Radio programs are also included in the

options for supplemental learnings.

However, not every students can avail the online delivery mode due to several

reasons, primarily is poverty. Thus, some are obliged to have Modular Distance learning in

order to continue their education. Hence the very challenged and responsive to these

mandates of DepEd are the teachers. On the brighter side, Dangle and Sumaong (2020) ,

have mentioned that the use of modules encourages independent study. One of the benefits

of using modules for instruction is the acquisition of better learning skills among students.

Students tends to engage themselves in learning the concepts found in the module. They

develop a sense of responsibility in accomplishing the tasks found in the module.

Prior to the school opening in October 5, 2020, several educators required to

attend the orientation on the Learning Modalities as well as the different series of

webinars in order to adopt with the new normal teaching and learning strategies.

Barron et. al (2021), have mentioned that the teachers were entitled to adapt the new

system of pedagogy in teaching for every type of channel in order to keep the

students’ engagement. Secondly, the pandemic has recalibrated how teachers divide

their time between teaching, engaging with students, and administrative tasks. In fact,

Modular Instructions is one of the best options, in the latest column of Mercado from

Philippine Inquirer, The Department of Budget and Management (DBM) only allotted

P15 billion for the production of the modules under the 2021 national budget. This

huge amount is not enough according to Undersecretary Sevilla of Department of

Education because to achieve 1:1 ratio distribution to the students, there should be

35 Billion budget. But due to financial constraints, the Department is also exerting

efforts in order to fulfill the needs of the students.

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 During the budget hearing for the Department of Education in 2020, SAGIP Partylist

Rodante Marcoleta has mentioned the struggles of the teachers and how they are able to

construct, print and even sort the modules intended for the several students. In fact, if

DepEd could have been coordinated with the book publishers, the teachers will only be

focused more on the teaching strategies and not on the other jobs which they are not

supposed to do as well as the Philippine budget will not be severely affected.

Teachers are apparently faced and still facing many challenges and struggles

for this turbulent year. In support, Rae (2020), mentioned that there is a dramatic increase

in the workload of teachers, and many of whom have negotiated a continuity of learning in

adverse circumstances. In addition, even before the COVID – 19 disrupted schools,

teachers are already at risk of burnout. This might mean that entering the field of

education with unrealistic expectations of what teaching is about most especially in

time of pandemic can yield negative experiences for the teachers. Furthermore,

Dabrowski A. (2020) recommended in his article the an organization should consider

the importance of creating conditions for supporting teacher wellbeing before, during

and even after the pandemic. Hence, there is a need to establish objectives for an

organization focusing teachers support services. Most especially of being crucial

because teachers are exerting great variations in mentoring that also develop their stress.

Sadly, teachers are forced to construct the modules in order to supplement the scarcity of

the supply from the Department of Education. The fact that everyone is affected, as well as

teachers, as promised and presented in the many forms of media that the Department would

provide the modules.

Magsambol (2020) posted in his article that Diosdado San Antonio, one of the

Education Undersecretaries also advised teachers to do occasional conversations with

students throughout so they would know their learning progress. This kind of set-up is very

risky in the part of the teachers due to possibility of contracting the coronavirus.

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 Teachers, in particular, serve as heroes in the fight for education at this

time of epidemic by providing high-quality education. The impact of COVID-19 on

Filipino instructors is hardly understood. Instructors' psychological well-being and

QoL (Quality of Life) must be recognized, and teachers must be given help as they

continue to adjust to the impact of the COVID-19 pandemic (Rabacal et. al., 2020)

The goal of the study is to determine the teachers' perceptions based on

their experiences dealing with the phenomenon. Teachers are true unsung heroes,

and the Department may be sympathetic enough to hear their perspectives and

experiences in providing education throughout this pandemic. New Normal isn't

always safe, so it's putting in extra effort to keep education going and consider

teachers before assigning them a ton of work.

LITERATURE REVIEW

In order to emphasize the different claims, the following are several literatures

discussing the Modular Distance Learning and the nature of Teachers during the Pandemic.

MODULAR DISTANCE LEARNING

Dangle and Sumaong (2020), defined Modular learning is the most popular

type of Distance Learning. Specifically in the Philippines , this learning modality is

currently used by all public schools because according to a survey conducted by the

Department of Education (DepEd), this type of learning is through providing printed

and digital modules . This is also served as in consideration of the learners in rural

areas where internet is not accessible for online learning.

In addition, Llego (2021) said that Modular Instruction involves individualized

instruction that enable the learners to use self-learning modules (SLMs) in

whichever is applicable in the context of the learner. The learners tend to utilize also

other sources like leaning materials neither textbooks as well as refer in different

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electronic copies using computer, PC, nor smartphone to answer the given set of

activities.

On the other hand, Guido (2014), said that Modular instruction is one of the

latest innovations in the educational system. This creativity contains a series of

activities wherein it composed of teaching instructions addressed to the learners,

explanation, exercises and generalizations. He also mentioned that the module

provided may be validated by more evaluators in order to utilize to a large group of

students. With this, the user of the modules will be able to capture more valid

expression.

The clear purpose of Modular Instruction nowadays is for independent

learning because of the situation. The students are confined at their home and they

own their time as to accomplish the tasks given. It is expected that somehow,

modular learning can be able to serve as tool in delivering education among the

students most especially the ones who cannot afford the online learning.

Sadiq (2014) concluded in his research, that Modular teaching is more

effective in teaching learning process in comparison to ordinary teaching methods

because the students learn at their own pace. It is also free self learning style in

which encourage immediate reinforcement. The feedbacking process produce

practice exercises that motivate the students to be more creative. Lastly, it helps the

students to maximize the chances of student participation in classroom in respect to

fulfill the given tasks at the spot. So the students feel free to learn in their own style.

On the other hand, Bijeesh (2013), said that the key advantages of distance

education has something to do with the minimal financial resources to access

various learning tools.

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 Furthermore, Ambayon (2020), reiterated that Modular Based Instruction

stimulates the students curiosity that helps them to maximize their involvement

classroom in by accomplishing the given tasks at the spot. Modular teaching is more

operational approach in order to teach students because it is inimitable way of

teaching. Therefore the teachers are required to provide adequate training on how

to strategize and implement in the modules.

Module itself is ideally effective for ideal students. Provided that the modules

are with the students, the learning process cannot be done effectively solely. Without

the provision of additional information coming from the websites and the supervision

of the people in the students’ environment, the learning process is not guided.

Chin (2020), pointed out some disadvantages of Modular Distance Learning,

like Technical Element which technically involves the availability of devices both for

students and teachers wherein some doesn’t have capability to avail one for

searching on additional information. The Self Learning Module’s Reliability which is

the very important aspect of MDL. It’s content should meet the standard learning

capacity of a student. Given that there is instructional materials and technical

assistance, the Sense of Authority is very important also in finishing the activities

with less pressure. Since the parents become teachers, but sometimes, children

tend not to see to be as one. Focus and Concentration on the other hand is the

comfort of studying at home with less or no supervision at all. Students tend to divert

their attention instead of focusing on and prioritizing their homeschooling first. Lastly,

the Parent’s / Guardian’s Educational Background that not all parents are well

equipped with proper education.

Another disadvantage based on Bijeesh (2013), from her published article

relating to education, that the chances of distraction is high since there is no

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interaction, no constant reminder on the pending activities as well as the quality of

the faculty which is also being compromised.

In addition, derived from Abel Jr. (2020), the learning at a Distance through

Emergency Remote Teaching amidst the Pandemic Crisis revealed four themes,

poor students doesn’t have access to internet, financial constraints, lack of

technological devices, and affective or emotional support. In this trying times, the

challenge pertains to financial stability and affective support contributed to

interrupted learning engagement.

The fact that the process of Modular Distance learning is very different from

the Online Distance Learning, the students are obliged also to attend the distribution

and retrieval processes. The Department of Education are in charged to provide and

distribute the self-learning modules to every students every week through their

respective schools. They are provided ample time to study and assess the modules

before the start of weekly class. They are expected to complete the tasks and submit

their outputs at the end of the week. Teachers are also obliged to have open

communication with them to ensure the progress of the students at home.

Despite these perceived drawbacks, Modular Distance Learning is gaining

popularity among students like never before, with many students satisfied with their

learning experience. With the help of technology and more training to adapt teachers

to this new normal type of teaching, the disadvantages in distance learning can

possibly soon be sorted out.

Teachers are intended to practice and adopt the new normal way of teaching.

However, not all are capacitated to do this with several reasons, some of them are

not inclined in the new technology, there are no support from the higher up since

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they are not the person who experience to distribute, retrieve, compute or even

check the modules.

Hernando-Malipot (2020), mentioned in his column that The Teachers’ Dignity

Coalition (TDC), issued a statement dated July 6,2020, stating that aside from many

teachers’ concerns, what is more pressing concerns pointed out that teachers in the

field, aside from the distribution and retrieval need to create modules for the

implementation of blended/distance learning when “specialists” from DepEd should

be doing this.

TEACHERS’ RESPONSIBILITIES DURING THE PANDEMIC

Fore, Ryder, and Azoulay Executive Directors of UNICEF during their joint

statements in 2020, they mentioned that in this crisis, teachers have shown, as they

have done so often great leadership and innovation to ensure that learning never stops.

Around the world, they have worked individually and collectively to find solutions and create

new learning environments for their students to allow education to continue. Thus, their role

in advising on school reopening plans and supporting students with the return to school is

just as important. In recommendation, the government also ought to ensure the wellness of

the teachers aside from the provision of technical facilities.

Niemi & Kousa (2020), mentioned that the main challenges for teachers

included non-authentic interaction and a lack of the spontaneity that in-person

teaching provides. It is given that teachers are quickly learned to use technological

platforms, but interaction through it was not of as high quality. This has been

considered as challenge due to lack of interaction, thus teachers are obliged to reach

out to some students most especially in their spare time instead of spending it to

their personal lives.

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 Currently, teachers are facing the most complex challenges of their careers.

They are being asked to be public health experts, tech support specialists and even

social workers to families reeling from the effects of layoffs and illness. Masters of

distance learning and trauma-responsive educational practices. Also, they are being

asked to take on these new responsibilities against a backdrop of rising COVID-19

cases in many parts of the country, looming budget cuts for many school districts,

and a hyper-polarized political debate over the return to school. These risky activities

definitely put the teachers, the support from the authorities are also highly

recommended. Kerr and Schwartz (2020)

In support, Rabacal et. Al (2020) mentioned that the greatest impact for the

teachers’ Quality of Life (QoL) is their personal safety whereas their mental health

also impacted. Moreover, it could also be assumed that compared to the earlier parts

of the lockdown, teachers may have developed coping strategies in dealing with

mental stresses. This is an important consideration for policy-makers and

educational planners of the Department of Education to consider the QoL of

teachers along with their physical and mental well-being may be given attention.

Aside from the front liners, teachers must also be provided with support as they

continue to adapt to the impact brought by the COVID-19 pandemic.

As also stated also in the study of Anderson et. al (2021), there in need for

support and encouragement as foundation for teachers well-being by enhancing

teachers’ dispositional joy, general positive affect, and reducing general negative

affect in this time of pandemic. This is to prevent additional stress and loss of

creativity for most teachers due to the COVID-19 pandemic.

Furthermore, the study of Paras et. al. (2021), emphasized the optimistic

sides of being public-school teachers especially during pandemic. Some of the

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conclusions are; teachers are significantly challenged by lack of resources and

handling of students. The submission and workloads greatly contributed to stress

and burnout. Secondly is the occurrence of the digital age limited most public-school

teachers to communicate with students, given that the resources are inadequate.

Third, is the Public-school teachers cope, resorting to the right communication and

understanding in their circumstances.

Moreover, Chan et. al (2021) reiterated in their study that policy makers could have

been reconsider the allocation of budgets modular remote teaching and for the

benefits of the teachers, in order to complement the risk of going in and out of the

school and the extra cost of some supplementary materials shouldered by the

teachers, as well as the improvement of the quality of modules and worksheets,

prompt arrival and distribution of materials for learning, and the giving of sufficient

supply of learning references in time of pandemic. In addition, Malik (2012) reiterated

in that modular approach may be utilized for general comprehension of concepts in any

subject area. Teachers training workshops and seminars may be held to include more topic

related to practical life of individuals.

IMPLICATION OF MODULAR DISTANCE LEARNING TO TEACHERS

The work of teacher won’t stop in the four corners of classroom, honestly speaking,

some are bringing their works at home instead of spending quality time for the family in their

most responsible way.

Dias-Lacy and Guirguis (2017), reiterated that teachers are having a hard time in

finding proper time to balance their work and family duties. These challenges were lack of

support, time management and curriculum adjustments, discipline issues, and the sense of

being overwhelmed due to high volume of tasks provided by the department. Furthermore,

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Merill (2020), has mentioned that there were plenty of teachers who had weeks of

crisis experience under their belts by the time of distance learning. Reiterating that

teachers who are human that are social animals. Working from home, or worse,

from quarantine, is isolating and often depressing for teachers

Apperibai et. al (2020), said that teachers perceive a decrease in the contact with

their family member that could be related to telecommuting and the consequent increase in

the workload. In relation to this, Huddleston (2020) said that one of the hardest parts

of teaching from home is the increasing blur between work mode and home mode.

Many are struggling to find a balance when teaching from home, the uncertainty

around when schools will reopen makes finding  the balance even more important.

Also, many teachers are claiming that they feel guilty while working from

home, whether because they can’t help students as much as they could

previously, don’t feel they’re fully investing in their own children.

Furhermore, McGuire (2020) and Tameka (2020) reiterated that in the long run,

teachers’ school work will sort itself out. Hence, the kids are going to remember how you

make them feel. This is in particular to parent-teachers who devoted their time in school and

trying to invest his or her time to both career and family. Hence cultivating the teachers’

wellbeing, teachers can create happier, healthier, and a more sustainable education systems

that reinforce relationship building and provide wellness and restoration support to all

classrooms while learning remotely.

In a nutshell, Modular distance learning is possible during this time of pandemic since

the government is pushing and not compromising education. Dangle and Sumaong (2020),

(2021), and Guido (2014) were able to define the Modular instruction is alternative learning

modalities since the students and teachers are confined at home. Also, Ambayon (2020),

Bijeesh (2013), Sadiq (2014) , and Chin (2020) were able to categorize the advantage and

disadvantages of Modular instructions.

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 Moreover, in a certain organization, the project will not push through without the

sacrifice of the workers. Teachers in the Department of Education, based on the several

literatures are stresses and at risks most especially in the distribution and retrieval of the

modules. In addition, several literatures like Chan et. al (2021), Anderson et. al (2021),

Rabacal et. Al (2020) are campaigning for the support to the teachers to compensate their

jobs. Delivering Modular instruction to the students may be challenging and fulfilling at the

same time, inspite of the additional workloads of the teachers, they were able to sacrifice

their personal lives in order to fulfill their duties. The public doesn’t know the experiences of

teachers, unless someone would be teachers themselves, in fact Dias-Lacy and Guirguis

(2017) and Merill (2020) claimed that there is an increase in the workloads of

teachers during pandemic, also, the decrease of their time with their families.

Apperibai et. al (2020) and Huddleston (2020) also mentioned that working from home

is challenge for some teachers because of the resembling balance between the

work and the chores at home. While, Tameka and MacGuire (2020) are reiterating the

importance of family time because the school works will sorted out on its own.

THE RESEARCH QUESTIONS

Primarily, the study is looking forward to identify the lived experiences of the

teachers and its implications to their personal lives. Specifically, the study is sought

the answers from the following questions:

1. What are the experiences of teachers in terms of:

 distributions of students’ modules

 retrieval of students’ outputs

 checking of outputs

 computation of grades

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2. What are the personal challenges faced by the teachers in delivering MDL amidst

the pandemic?

3. What are basis for the possible programs for the teachers amidst the Pandemic?

METHODOLOGY

As indicated in the title, this chapter include the methodology intended for the study.

In more details, this part also includes Theoretical Framework, Data Collection Procedure

and Data Analysis Procedure.

The study will be utilizing Phenomenological Research. According to Creswell

(2013), Phenomenology is an approach to qualitative research focuses on the

commonality of the lived experiences within a particular group. Its fundamental

approach focused on the description of the nature of the phenomenon. Also, it

provides deeper understanding of phenomenon as experienced by several

individuals. In this study entitled , Kumusta naman?: Lived experiences of teachers

in delivering Modular Distance Learning and its implications to their personal lives : A

basis for Wellness Program for teachers amidst the Pandemic, the researcher will be

able to identify the different experiences of the teachers towards delivering Modular

Distance Learning in the school and how it effects their personal lives. The study is

also looking forward to understand the different insights of the participants in terms

of; distribution, retrieval and checking of outputs, as well as the computation of

grades.

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THEORETICAL FRAMEWORK

In this time of pandemic, the ontological part of the study is the diverse perspectives

of teachers on offering Modular Distance Learning to students. This philosophical foundation

examines their various points of view. As a result, the researcher is asked to accept the

many realities presented by the participants and to look for the most common category

among their various points of view.

The study's theoretical foundation will be Social Constructivism, which is based on

the participants' perceptions of the circumstance. Given that the study's focus phenomenon

is the delivery of Modular Distance Learning, the viewpoints of teachers and their

implications for their personal lives are also investigated. Social Constructivism, according to

Creswell, seeks to comprehend the world in which they live and work. It also creates

subjective meanings based on the experiences of the individuals. These meanings are

diverse and multifaceted, prompting the researcher to hunt for intricacies in viewpoints and

categorize them into a few categories or ideas. These concepts will be transformed into

themes in order to grasp the substance of the participants' experiences.

PARTICIPANTS

The study will use purposive sampling in which the researcher’s intentional selection

of researcher informants based on their ability to interpret a specific theme, concept, or

phenomenon. One of the best characteristics of purposive sampling is when a researcher

wants to access a particular type of people, as all participants of a study are selected

because they fit a particular profile. In relation to the study, the selection of the participants

are teacher representative from teachers from Elementary, Junior High School and Senior

High School who experience to distribute, retrieve, check and compute grades under

Modular Distance Learning, specifically in this time of pandemic for school year 2020-2021.

Also, the study is also looking into the implication of these tasks to their personal lives as

well as the possible basis in crafting the wellness programs for the teachers. Due to safety

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precautions, the study would employ interview through Google Meet during their convenient

time.

DATA COLLECTION PROCEDURE

The study will utilize purposive sampling in which the researcher’s intentional

selection of researcher informants based on their ability to interpret a specific theme,

concept, or phenomenon. One of the best characteristics of purposive sampling is

when a researcher wants to access a particular type of people, as all participants of

a study are selected because they fit a particular profile. In relation to the study, the

selection of the participants are at least three Senior High School from Trece

Martires City Senior High School who experience to distribute, retrieve, check and

compute grades under Modular Distance Learning, specifically in this time of

pandemic for school year 2020-2021. Also, the study is looking forward to the

implication of these tasks to their personal lives. Moreover, The study will employ

focus-interview wherein the researcher ask the participants questions in via web-

based platform. Due to safety precautions, focus-group interview will be held via

Google meet nor Zoom as platform in order to gather the necessary information at

the participants’ most convenient time.

RESEARCH INSTRUMENT

In Phenomenological study, the researcher will use a structured interview

protocol in order to gather the necessary knowledge by facilitating a free flow of

information from participants. It is composed of the questions on their experiences

on delivering MDL, their personal challenges in delivering MDL and their opinion for

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possible programs in order to help them amidst pandemic. The primary aim of the

research is to identify the lived experiences of the participants regarding distribution,

retrieval and checking of grades. The study will also looking into the implications of

these tasks to their personal lives.

DATA ANALYSIS PROCEDURE

As the basis of the research in identifying the lived experiences of the teachers in

delivery education through Modular Distance Learning like distribution, retrieval, checking

and even computation of grades and its implication to their personal lives. Given that there is

a permission from the authorities, the researcher would conduct the online focus-interview

with the participants in their most convenient time via Google meet and Zoom. The

researcher will utilize the following steps in order to have an in depth analysis of the data

that will be provided by the participants:

 The researcher will describe the experiences of the participants with the

phenomenon in the study by writing the full description of the participants’ insights in

the delivery of Modular Distance Learning and its aspects as well as its implications

to their personal lives.

 The researcher will develop a list of the significant statements based on the

responses and treats each these responses equally to avoid repetitive and

overlapping statements.

 The researcher the researcher will use textual description in presenting the data.

by grouping the significant and common statement into categories or themes

including the exact words to emphasize the description on the claims of each

participants. Furthermore,

 After the textual description, the researcher will describe how the experiences took

place using structural description.

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  Finally, the researcher will write the description of the phenomenon of both the

textural and structural descriptions. These are the essence of the experiences that

representing the experience of the study. The researcher will include the related

study as support to the claims of the study.

Strategies for Validating of Findings

The researcher would refer to the experts in the content of the study for validation.

Hence, a great deal of attention is applied to reliability and validity in this study. Guba and

Lincoln (1980) reiterated the reliability and validity with the parallel concept of

“trustworthiness,” containing four aspects: credibility, transferability, dependability, and

confirmability. These methods would rigorously demonstrate the results of the study. In such,

as the audit trail, the researcher had the results checked specifically the coding,

categorizing, and results with participants and with a research expert in the field.

Anticipated Ethical Issues

Some major ethical considerations will be addressed in the research. The study

focuses on fairness, anonymity, and confidentiality in particular. The first stage in the data

collection process will be informed consent. Participants will be notified ahead of time so that

they can choose an interview time that is most convenient for them.

It is critical for qualitative researchers to describe in advance the data were obtained

and how they were used with the participants. The participants were given a copy of the

study after the transcript was completed. Furthermore, for the study's accuracy and

reliability, every consideration and comprehension were included.

Significance of the Study

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 The researcher is looking forward to the impact of the study to several stakeholders.

Moreover, the study would benefit the following :

PUBLIC SCHOOL TEACHERS – since they are the main recipient of the study, this would

benefit them by provision of the activities related to their wellness. Moreover, the study

acknowledge the effort and situations of the teachers amidst the pandemic.

DEPARTMENT OF EDUCATION. The results of this study would encourage the authorities

to look into the situations of the teachers and make possible considerations and solutions as

well.

SCHOOL ADMINISTRATORS. The study would be able to reassure that the assistance

from the immediate superior would be also prioritize in order to support and give

considerations to the teachers in the fields.

FUTURE RESEARCHERS. The results of the study would help not only for future reference,

but also to dig deeper on the provided topics as well as to have a basis to their future studies

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 APPENDICES

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