UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,

2019

“STRATEGIES UTILIZED BY TEACHERS IN DISTANCE LEARNING

DELIVERY MODALITIES (DLDM)”
JELLIAN E. MAPE, SUSAN S. JANER
1
preciousyani5503@gmail.com, 2 sihjaner@sorsogonstatecollege.edu.ph

Abstract — this study determined the
“Strategies Utilized by Teachers in Distance
Learning Delivery Modalities (DLDM)”. The
respondents of the study were 245 teachers of
Bulan, Sorsogon during the S.Y 2020-2021.
The descriptive method was used in the
study particularly descriptive correlational method.
The main instruments used by the researcher in
gathering the data were survey questionnaire and
through an unstructured interview. The gathered
data were tallied, analyzed, and interpreted using
appropriate statistical tools.
The input of the study comprises of the
DLDM utilized by the teachers, Modular Distance
Learning strategies employed by teachers in
facilitating DLDM in terms of instructional
method, learning resources, assessment, and learner
support, Blended Distance Learning strategies
employed by teachers in facilitating DLDM along
the identified variables. These was processed and
analyzed through unstructured interview, survey
and analysis which guided the researcher to
formulate and design the output of the study. The
output of the study is the action plan to propose an
effective DLDM strategies. The feedback shows
the interconnections of the input, process, and the
output.
The researcher employed the random
sampling method from selected elementary school
teachers. This sampling technique helped the
researcher to determine the number of respondents
needed in the study.
The data gathered were treated using
frequency count, percentage and ranking to
analyzed and interpret the strategies utilized by
teachers in Distance Learning Delivery Modalities.
The frequency and percentage were utilized in
presenting the DLDM employed by teachers.
Likewise, the same tools were used in determining
the strategies used by teachers in facilitating
DLDM along instructional method, learning
resources, assessment, and learner support.
Furthermore, the “frequency and ranking”
were used to present the difficulties encountered by
the teachers in facilitating distance learning
delivery modalities. Three (3) indicators in each
element were answered using the following “scale”
and interpretation (Evident, Slightly Evident and
Not Evident).
Keywords — [Assessment, Distance Learning
Delivery Modality, Instructional Method, Learner
Support]
INTRODUCTION
“The United States Department of
Education (U.S Department of Education, 2020)
quickly clarified that during a pandemic, schools
should try to continue some form of distance
learning operation, and while they should try to
meet the needs of all students, barriers to meeting
those needs should not prevent schools from
attempting anything at all”.
Distance learning modalities can be used
to improve access to education, and enhance
learning, as well as to provide educational
continuity in response to pandemics such as
COVID-19, disease outbreak like Ebola, political
or social unrest, and natural disasters. The first part
of this document looks at how distance learning has
been rolled out under the current crises of COVID-
19, followed by a description of four distance
learning modalities and the accompanying
technologies (UNICEF, 2020). For each of the four
modalities, a detailed exploration of important
considerations is presented for the teams planning,
creating, and implementing distance learning
programming, and for educators and learners using
the various modalities. These considerations are
analyzed across the education system, learning
environment, and home and community
environment to provide nuanced information for
implementers.
“In the Philippines, due to the 4,195
confirmed cases as of April 10, 2020 based on the
Department of Health (DOH, 2020) online tracker
report, the COVID-19 pandemic really causes a
massive impact in higher educational institutions.

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 UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,
2019
The country immediately opted for online learning.
Some teachers recorded and uploaded their lessons
online for the students to access and some were
even more innovative (Fox, 2007) and used Google
Classrooms, Web Quest, and other online sites, but
a greater majority of teachers are not prepared to
deal with online education”.
Now, students can also learn via the
Internet and if they are living in a fur-flung areas or
remote areas, printed modules are also available
with the use of hi-tech equipment like printers and
Risograph machines for copying. Distance
learning is what the DepEd considered when the
classes opened last October, 2020. For those who
are capable, they opted to use the online distance
learning. Malipot (2021) reported that most
students prefer to use the modular distance learning
option among all the alternative learning modalities
offered by the DepEd this school year.
In the article of Llego (2020), he
presented that there are four learning delivery
modalities that the Department has considered.
These include the traditional face-to-face, distance
learning, online learning, and the “home
schooling”. “In the Philippines, there are 1.08
Million cases as of May 02, 2021 and is still
increasing (DOH, 2021) with more than 156, 696,
833 million cases worldwide (World meter, 2021)”.
“In response to these situations, educational leaders
decided to adopt the new normal in education. At
the basic education, DepEd have been
implementing the Learning Continuity Plan (LCP),
which was in effect for the school year 2020-2021.
(DepEd, 2020)”.
During crises and conflicts, closures of
learning institutions and non-formal programs can
exacerbate the vulnerability of learners and their
families and have a detrimental impact on learners’
wellbeing. These gaps in learning contribute to
educational inequities, delay of learners’ progress
in school, and similar cases can pose threats to
safety. Children and youth not engaged in formal or
non-formal learning are often more vulnerable to
violence and exploitation through unsafe work,
early marriages, begging for food, and other
activities (Ghaffar-Kucher 2018). Moreover,
teacher training institutions have closed, leaving
pre-service teachers in limbo and delaying the entry
of new educators into the teaching workforce.
On the other hand, distance learning
provides educators and learners with a sense of
normalcy, routine, contact with peers and
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educators, and psychosocial support, all of which
are critical to the wellbeing of children, youth, and
educators. According to a 2015 Global Education
Cluster, UNICEF, and Save the Children brief on
the Ebola response, school provides a sense of
stability, hope, and helps to mitigate the
psychosocial impact of a crisis. In the case of
COVID-19, formal and non-formal institutions are
being challenged to modify not only learning
calendars, curricula, and lesson plans, but also the
modalities through which teaching, and learning
take place. Learning that until very recently
occurred in person now must take place through
distance learning.
Most countries around the world have
temporarily closed educational institutions to
contain the spread of corona virus and reduce
infections (Tria, 2020). Face to face engagement of
students and teachers within the school has also
been suspended. 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 at present and for every school to still
attain its mission and vision which is to provide
quality education to every Filipino learner, the
DepEd implemented 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 from each other during instruction.
The DepEd Sorsogon with the leadership
of Schools Division Superintendent Jose Doncillo,
with unwavering commitment of bringing at the
doorsteps of learners, braves the wave. It has
coordinated and linked with Local Government
Officials and all stakeholders and presented the
updated status of the Basic Education Learning
Continuity Plan. Radio Based Instruction and
Television as other platforms to ensure that the
delivery of quality basic education to learners is not
hampered aside from the modular and online
learning delivery modality. Times may have
changed and disrupted our normal set-up, but this
cannot impede the growth and learning that must
continue amid the pandemic. Education must
continue, life must go on, nothing can halt the
progress of the learning that must take place.
Schools Division of Sorsogon is resilient, it will
always find ways and means to make Education
available and accessible (The Clarion, 2020).
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“According to the DepEd Order No. 018,
s. 2020, the Department of Education issued the
enclosed Policy Guidelines for the Provision of
Learning Resources in the implementation of the
Basic Education Learning Continuity Plan (BE-
LCP). The policy establishes the guidelines that
will enable DepEd to provide learning resources in
the implementation of BE-LCP. It also establishes
the guidelines on release, utilization, and
liquidation of support of funds for the printing and
delivery of self-learning modules and other
learning resources (DepEd Order 18, s. 2020)”.
“The strategies and the challenges in
facilitating the DLDM were measured by the study
to determine and assess current circumstances of
Modular Distance Learning as an effective mode of
learning and teaching. The study aimed to elaborate
the strategies employed by teachers along
instructional method, learning resources,
assessment, and learner support”.
METHODOLOGY
The general objective of the study is to
determine the strategies utilized by the elementary
school teachers in “Distance Learning Delivery
Modalities (DLDM)” in Bulan District in the
Province of Sorsogon for the school year 2020-
2021. Methods used were survey method using
self-constructed research instrument. Weighted
mean was used as the study’s main statistical tool.
Descriptive research design focuses more
on determining the research subject. Moreover,
quantitative research method was applied to
quantify the results of the study based on the
existing situation, attitude, and behaviors of the
respondents of the study regarding some variable
indicators.
The results were scrutinized and
transcribed with the use of appropriate statistical
tools. They are frequency count, percentage,
weighted mean, and ranking.
The samples of the study came from
selected public elementary school teachers in the
Municipality of Bulan in the Province of Sorsogon
in Bicol Region. The respondents were chosen
based on random sampling technique that aided in
classifying respondents on their respective
population since they originated from various and
selected public schools in Bulan, Sorsogon.
The total respondents constituted of 245
public school elementary teachers from various
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schools who underwent data gathering procedures
conducted under the stratified random sampling
method. The research locale is in Bulan, Sorsogon.
Moreover, Slovin’s formula was also used
to determine the current study. The said formula
allows the researcher to sample the population with
a desired degree of accuracy. It also gives the
researcher an idea of how large the sample size
needs to be to ensure reasonable accuracy of
results.
The researcher employed the random
sampling method from selected elementary school
teachers. This sampling technique helped the
researcher to determine the number of respondents
needed in the study.
As shown in Table 1, out of 245
respondents, District I comprise 61 or 25 percent of
the teachers, District II comprise 67 or 27 percent,
District III comprise 54 or 22 percent, and District
IV comprise 63 or 26 percent. Names of the
teachers were not listed to ensure confidentiality of
the ratings and performance.
The main instrument used in gathering
data from the respondents is the self-administered
survey questionnaire. It consists of perceptions and
self-interpretations “of the respondents on the
issues arising from the study”. The indicators were
formulated based on the current trends and factors
affecting the DLDM that was forced to implement
during covid-19 pandemic and existed as a major
research concerns and topics on wide range of
research literature. Unstructured interview before
giving the questionnaires was also conducted by
the researcher. Some interview questions on the
modalities used by the teachers and their problems
encountered in the new normal model of education.
To ensure the validity of the
questionnaires, a dry-run or a pilot study was
conducted in Irosin Central School, Irosin II
District, Irosin, Sorsogon last March 9, 2021. It was
participated in by selected three teachers per grade
level from elementary school teachers with a total
of 12 respondents. Its main objective was to test if
it would be able to gather the data for which it is
designed for, and to derive from the dry-run test if
the items are appropriate. Also, the said activity
“was conducted to determine the accuracy and
clarity of the instrument”. After the dry-run, the
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vague and unclear portions of the questionnaire in terms of instructional methods, learning
were improved and revised upon approval of the resources, assessment, and learner support. Data
adviser and then shown the final copy to the panel were presented in tables.
members before final copies distributed for the Instructional Methods. Table 4A revealed that the
actual survey. items ‘the teacher and learners show respect for one
another based on the ethical standards set in the
The first part of the questionnaire was the class, and item ‘the teacher’s voice and writing
DLDM utilized by teachers. Part II consisted of the style are welcoming’ has the highest weighted
“strategies employed by teachers in facilitating mean of 3.00 and verbal description of evident.
DLDM, and part III was the problems encountered Similarly, the item, ‘the teacher clearly presents the
by teachers in facilitating DLDM.” learning objectives of the lesson, and item ‘the
Distance teacher participates effectively in threaded
Instructional
Challenges
Learning
Delivery
Method
Learning
discussions and responds appropriately to student
Modalitie
s
Resources
Assessment
Action Plan questions within the discussion area’ has a
utilized
by the
Learner
Support weighted mean of 2.91 and 2.83 respectively with a
teachers Strategies
description of evident.
Table 3A. Facilitating the instructional methods
in Modular Distance Learning
Indicators WM Description

1. The module contains 2.77 Evident

Figure 1. Conceptual Paradigm learning objectives of
the lesson.
“STRATEGIES UTILIZED BY TEACHERS IN 2. The learning module 2.77 Evident
FACILITATING DISTANCE LEARNING considers difficult
DELIVERY MODALITIES (DLDM)” concepts in a variety
of ways (e.g., written
1. Distance Learning Delivery Modalities explanations, use of
utilized by the teacher photos, graphs or
This section presents the DLDM used by the charts.
public elementary teachers in Bulan, Sorsogon. 3. The teacher has set- 2.94 Evident
up mechanisms in the
Data were presented in table 2.
distribution and
The data show that the DLDM utilized by the retrieval of the
Teachers of Bulan Districts. Modular Distance learning modules.
Learning with a frequency of 201 or 82% is the 4. The learning module 2.36 Slightly
most used DLDM by teachers in Bulan District, stresses development Evident
Municipality of Bulan, Sorsogon. In accordance of critical thinking by
with the directive of the Office of the President that challenging learners
to understand
no face-to-face classes shall be held until the
complex ideas,
vaccine for COVID-19 becomes available, the analyze,
DLDM was implemented this SY 2020-2021. One compare/contrast,
of the modalities was the utilization of printed evaluate arguments
modules or modular distance learning. This means considering different
that majority of the teachers use the modular perspectives and
instruction in the locale of this study since this is draw conclusions
the only delivery modality applicable in their Overall weighted 2.71 Evident
mean
schools.

2. The Strategies utilized by teachers in This shows that facilitating the

facilitating Distance Learning Delivery Instructional methods in Modular Distance
Modalities (DLDM) Learning were Evident. The module contains
This section reveals the strategies objectives of the lesson which has weighted mean
employed by the teachers in facilitating the MDLM of 2.77. The learning module considers difficult

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 UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,
2019

concepts in a variety of ways (e.g., written experimental, cooperative, and individual learning
explanations, use of photos, graphs or charts has strategies. Selection of an instructional method
weighted mean of 2.77 described as evident. The should be rationalized based on the resultant of
teacher has set-up mechanisms in the distribution goals, information, skills, and high level of
and retrieval of the learning modules has of cognitive competence, values, and affective
weighted mean of 2.94. The learning module features. A good lesson plan should include two or
stresses development of critical thinking by more instructional methods and strategies. There is
challenging learners to understand complex ideas, no miracle method or strategy that is the best for all
analyse, compare/contrast, and evaluate arguments students. Teachers should carefully study the
considering different perspectives and draw variables within teaching-learning process while
conclusions which is slightly evident. Generally, deciding on methods-strategies. Literature reviews
the instructional method utilized by the teachers in yield some kind of consistency as to the variables
Facilitating DLDM’s is evident with overall effective over teachers’ selection of methods-
weighted mean of 2.71. strategies. Following are the factors influencing
Lang and Evans (2006) consider decisions about methods and techniques (Demirel
instructional methods more as a component of 2011; Küçükahmet 2001; Bilen 1999; Yasar 1998.
instructional strategies. One or more methods can Studies by Kuhnen (1960), Chang (1974)
be found in one strategy as parts of it. In this sense, and Disinger and Mayer (1974) showed that an
some behaviors such as demonstration, question- appropriate combination of teaching methods
answer, and presentation that are performed by would result in a number of pay-offs in terms of
teachers and included in one method are also gain scores. Achievement results appeared to be
classified instructional skills. Lang and Evans superior to those obtained when only one medium
(2006) Categorize instructional strategies under of instruction was employed. Kolodity (1977) and
five groups, which are direct, indirect, Linn (1980) also suggested that exposure to
experimental, cooperative, and individual learning materials and activity-centred strategies themselves
strategies. Selection of an instructional method would not be as effective as when they were used
should be rationalized based on the resultant of to complement direct instruction.
goals, information, skills, and high level of Table 3A.2
cognitive competence, values, and affective
features. A good lesson plan should include two or Facilitating the instructional methods in
more instructional methods and strategies. There is Blended Learning
no miracle method or strategy that is the best for all
Indicators WM Description
students.
Teachers should carefully study the variables 1. The teacher presents 2.91 Evident
within teaching-learning process while deciding on clearly the learning
methods-strategies. Literature reviews yield some objectives of the
kind of con- lesson.
sistency as to the variables effective over 2. The teacher and 3.00 Evident
learners show respect
teachers’ selection of methods-strategies.
for one another based
Following are the factors influencing decisions on the ethical
about methods and techniques. (Demirel standards set in the
2011çükahmet 2001; Bilen 1999; Yasar 1998 class.
Lang and Evans (2006) consider 3. The teacher 2.84 Evident
instructional methods more as a component of participates
instructional strategies. One or more methods can effectively in
threaded discussions
be found in one strategy as parts of it. In this sense,
and responds
some behaviours such as demonstration, question- appropriately to
answer, and presentation that are performed by student questions
teachers and included in one method are also within the discussion
classified instructional skills. Lang and Evans area.
(2006) Categorize instructional strategies under 4. The teacher’s voice 3.00 Evident
five groups, which are direct, indirect, and writing style are

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 UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,
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welcoming. Indicators WM Description

Overall weighted 2.94 Evident
1. The teacher 2.77 Evident
mean
considers different
Table 3A.2 shows that facilitating the perspectives and
viewpoints in the
Instructional methods in Blended Distance
lesson found in the
Learning were Evident. The teacher presents learning module vis-
clearly the learning objectives which has weighted à-vis learners’
mean of 2.91. The teacher and learners show culture, gender,
respect for one another based on the ethical religion and
standards set in the class has weighted mean of ability/disability.
3.00 described as evident. The teacher participates 2. The learning 2.75 Evident
effectively in threaded discussions and responds outcomes of the
appropriately to student questions within the module appeal to
discussion area has a weighted mean of 2.84. The different domains
(e.g., cognitive,
teacher’s voice and writing style are welcoming
affective, and
with 3.00 weighted mean. Generally, the psycho-motor
instructional method utilized by the teachers in domains).
Facilitating DLDM’s in Blended Distance Learning
3. The learning 2.62 Evident
was evident with overall weighted mean of 2.71.
activities of the
This means that the Self Learning module meet the
Modules are designed to provide ample time for needs of diverse
learners, diverse
mastery and sufficient practice to ensure that the
learning styles, and
targeted most essential learning competencies are diverse ways of
achieved. Clearly defined goals are attainable processing
within the specific time frame by taking into information, diverse
consideration the learners’ learning capacity based performativity styles.
on their grade level. Learners shall be provided 4. The content of the 2.35 Slightly
with the suggested time frame to work on their learning module per Evident
assigned tasks. It would imply that flexibility in lesson considers the
finishing each module is accorded to learners with learning pace of the
respect to their learning needs, characteristics, and students.
level of understanding to ensure that they have Overall weighted 2.61 Evident
secured mastery of learning contents which is also mean
an essential prerequisite for success in the
succeeding modules.
Learning Resources. Table 3B.1 show the
Crawford, 2004 emphasized that strategies employed by the teachers in facilitating
Instructional methods, examination systems and the DLDMs in Modular Distance Learning in terms
rigid curriculum are some of the barriers to of learning resources. Table shows that the teacher
implementation of inclusive education in pre- considers different perspectives and viewpoints in
school centres in Kenya. Implementing successful the lesson found in the learning module with 2.77
inclusive education often requires adequate support weighted mean. The learning outcomes of the
human resource, teaching and learning resources. module appeal to different domains with 2.75
Teachers frequently feel there is lack of human weighted mean. The learning activities of the
resources, teaching and learning facilities; this module meet the needs of diverse learners, diverse
poses great barriers to implementing successful learning styles, and diverse ways of processing
inclusion. information, diverse performativity styles with 2.62
Table 3B.1 weighted mean. The content of the learning module
per lesson considers the learning pace of the
Facilitating the learning resources in Modular
students with 2.35 weighted mean.
Distance Learning

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 UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,
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Table 3B.1 shows that the way of learning connection of one lesson to the next to reinforce the
and teaching relies very much on using a prescribed coherence of the curriculum. Also, timely and
learning resources as a vehicle for delivery of appropriate monitoring and feedback for
course content. Many researchers have discussed consultation and intervention purposes shall be put
the advantages and disadvantages of using learning in place through various touch points such as text
resources in education Richards, 2001; Ur, 1999). messaging, and audio/video calls, whichever is
Nevertheless, these discussions were made on the accessible to the learner. If possible and allowed,
assumption that textbook plays a significant role in face-to-face interaction may be utilized for this
the conventional classroom centered learning purpose. This implies that members of the family
environment. and other stakeholders within the community who
are trained as learning facilitators shall be engaged
Littlejohn et al. (2008) further contend that
to provide learners with instructional support as
manipulation and interaction are key aspects of
needed in the absence of a classroom teacher.
effective learning resources. “By interaction,
practitioners construct their own understanding and (Gutierrez, 2014; Omer, 2015).For a
use of the resource; and by embedding digital personalized e-learning environment with abundant
assets or information objects into an interactional learning resources from the Internet, the role of
framework, practitioners give them educational textbook might have changed or needs to be
purpose and value, producing learning activities or reviewed. Furthermore, in an era of efficiency, the
designs.” conventional approach of slow-paced
comprehensive learning using textbooks with rich
Table 3B.2
content is gradually replaced by quick and simple
Facilitating the learning resources in Blended
bite-sized learning using information nuggets to
Learning
deliver specific knowledge via mobile devices. This
Indicators WM Description
learning approach is most popular among
1. The teaching 2.82 Evident Generation Y learners who are used to multitask
materials meet the and have short attention spans despite the efforts of
needs of diverse
many textbook authors and publishers to provide
learners.
additional digital learning resources accompanying
2. The materials used 3.00 Evident the print textbooks, there is relatively limited
are relevant to the research on how the digital textbook resources
purpose of the lesson.
should be used to facilitate e-learning/
3. The teacher uses 3.00 Evident Table 3C.1
various presentation Facilitating the Assessment in Modular Distance
formats (e.g., text, Learning
graphics, digital
Indicators WM Description
slides, video), to
appeal to different 1. The teacher provides 2.81 Evident
0student learning inputs on how
styles and abilities learning shall be
4. There is clear 3.00 Evident assessed at the end of
connection/ the lesson of the
relationship between learning module.
and among lesson
2. The teacher uses 2.85 Evident
objectives, content
varied assessment
and the materials
strategies and
used.
presents rubrics if
Overall weighted 2.95 Evident necessary.
mean
3. The teacher provides 2.75 Evident
This means that monitoring of learner assignments as
progress and setting up of a feedback mechanism reinforcement
shall be ensured to help learners meet the most activity to measure
essential learning competencies while seeing the learners’

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 UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,
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understanding of the The teacher provides assignments as

lesson reinforcement activity to measure learner.
4. The assignment 2.72 Evident Jayne Moon sees assessment as
given is adequately “something that most teachers spend a lot of
challenging and is time doing”. Because of this fact we have to
required within a
define assessment, realize the importance of it
reasonable time
frame. and, according to Moon “consider what kinds
of information it provides, and the decisions
Overall weighted 2.78 Evident that might be taken based on that
mean
information.” (148) In other words, without
Assessment. Table 3C.1 shows the assessment the teacher can provide feedback
strategies employed by the teachers in neither to the students nor to himself
facilitating the DLDMs in terms of understanding of the lesson.
assessment. It shows that learning Assessment
Table 3C.2
in facilitating Modular Distance Learning
Facilitating the Assessment in Blended Learning
were Evident. From the results in table 3C.1 it
Indicators WM Description
shows that the teacher provides inputs on how
learning shall be assessed at the end of the 1 The assignment 2.68 Evident
lesson of the learning module with a weighted given is adequately
mean of 2.81. The teacher uses varied challenging and is
assessment strategies and presents rubrics if required within a
reasonable time
necessary with a weighted mean of 2.85. The
frame.
teacher provides assignments as reinforcement
activity to measure learners’ understanding of 2. The teacher uses 3.00 Evident
the lesson with has 2.75 weighted mean. The varied assessment
assignment given is adequately challenging strategies and
presents rubrics if
and is required within a reasonable time frame
necessary.
with 2.72 weighted mean. The results were
Evident. 1. The Teacher give 3.00 Evident
Summative form of
The result is supported by the study assessment.
of Frey & Fisher, (2011), Kearns (2012),
2. The teacher provides 2.98 Evident
Nicol & Macfarlane-Dick (2006), Vardi inputs on how
(2013) that assessments provide opportunities learning shall be
to feed forward student learning and respond assessed at the end of
to feedback received. We implemented the lesson.
formative assessments with a first and final Overall weighted 2.91 Evident
draft of key assignments in the course. Critical mean
assignments that had previously called for
only one final draft were redesigned to
Based on the work of many scholars
incorporate opportunities for us to provide
(e.g., Delclos, Vye, Burns, Bransford, &
feedback and further support students in
Hasselbring, 1992; Poehner, 2007),
constructing knowledge to develop a deeper
assessment is defined as a process for
understanding of course content. Building on
documenting, in measurable terms, the
the principles of effective feedback.
knowledge, skills, attitudes, and beliefs of the
Table 3C.1 shows that the teacher learner. Although this definition of assessment
provides inputs on how learning shall be is rather straightforward, the process of
assessed at the end of the learning module assessment in the classroom is complex. At
with a weighted mean of 2.81. The teacher the classroom level, teachers must decide
uses varied assessment strategies and presents which specific knowledge, skills, attitudes,
rubrics if necessary with 2.85 weighted mean. and beliefs warrant assessment; at what point

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 UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,
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and for what specific purpose they should be
assessed; and which tools might best
accomplish these classroom-based
assessments.
Table 3C.2 in facilitating Blended
Distance Learning in terms of Assessment
shows that the assignment given is adequately
challenging and is required within a
reasonable time frame with a weighted mean
of 2,68. The teacher uses varied
assessment strategies and presents rubrics if
necessary which has 3.00 weighted mean. The
Teacher give Summative form of assessment
with 3.00 weighted mean. The teacher
provides inputs on how learning shall be
assessed at the end of the lesson with 2.98
weighted mean.
This means that exercises and enrichment
activities in the SLMs and indicated in the Weekly
Home Learning Plan. Summative assessment to be
conducted in Barangay CLC when feasible and
allowed. Performance or product -based
assessment (e.g. capstone project, portfolio, etc.)
Horn, M.B. and Staker, H. (2014
explained when considering assessment in the
blended classroom, it is worth noting performance
or project-based approaches. Performance-based
strategies like portfolios, projects, or podcasting are
a great method to measure several learning
standards and objectives at once and also provide
the learner the opportunity to apply and showcase
what was learned. Performance-based summative
assessments, like portfolios, also challenge the
learner to put together artifacts to demonstrate
concepts, which is a higher order thinking skill.
Table 3D.1
Facilitating the Learner Support in Modular
Distance Learning
Indicators WM Description
1. The parent/guardian 2.14 Slightly
is capable in evident
facilitating teaching-
learning process.
2. Additional inputs in 2.23 Slightly
terms of explanation evident
and instruction
provided by the
parent/guardian are
appropriate to the
lesson being tackled
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by the learner
3. The parent/guardian 2.68 Evident
supervises the learner
to focus in reading
the learning module
and answering
learning activities.
4. The parent/guardian 2.61 Evident
sets up time
management in
reading and
answering activities
in the learning
module
Overall weighted 2.42 Slightly
mean evident
Table 3D.2 shows that facilitating Blended
Distance Learning in terms of Learner’s support
shows that the teacher encourages student
engagements via open-ended questions and
modelling of expected behaviour with a weighted
mean of 2.68. The teacher provides opportunities
for students to ask questions with a weighted mean
of 3.00. The teacher seeks feedback from students
and provides additional resources or explanations
when necessary with a weighted mean of 3.00. The
teacher seems to express enthusiasm in engaging
students and the content delivered with a weighted
mean of 3.00. The results were Evident with an
over-all weighted mean of 2.92 in facilitating
Blended Distance Learning in terms of Lerner’s
support were Evident.
The study of Swap (1993) corroborates the
results which concluded that educators and parents
play major roles in the educational success of
students. Students need a positive learning
experience to succeed in school: one providing
support, motivation, and quality instruction.
The teacher monitors the progress of the
learner through available forms of communication.
Develops, distributes, and discusses the learning
plan among learners and/or home -learning
facilitators/ guardians. Likewise, the parent picks
up module, deliver learner’s outputs and receive
feedback of teacher. Monitors/ assists the learner
on compliance to the learning plan and
accomplishment of required outputs and
Coordinates with school/teacher on the progress of
learner.
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In recent decades, learner support in lesson. These should serve as significant inputs for
distance education draws more and more attention, intervention strategies.
and is regarded as ―a theme of core importance to
This would mean that instructional support
open and distance learning at the present time‖ (Tait
combines those indicated in different modalities or
and Mills, 2003: 1). The function of learner support
whichever is available. Similarly, supplementary
services in reducing rate of dropout, increasing
instruction combines all those indicated in different
retention and improving the quality of learning has
modalities or whichever is necessary.
been recognized. In technology-enabled learning
environments, learner support retains the Table 4
importance ensuring the success of distance Problems encountered by the teachers in
education students and an integrated part to facilitating DLDM’s
effective distance education (Gaskell, 2012; Mays,
2002; Nash, 2005). Moreover, learner support is Problems f Rank
considered as ―a cost-effective way of retaining
students as well as an essential humanizing element 1. Teachers are working 223 1
of any distance learning system‖ (Simpson, 2002; late hours/overtime due
cited in Holmberg et al., 2005: 100-101). to printing of modules
to finish it on time
Table 3D.2
Facilitating the Learner Support in Blended 2. Shared 211 2
Learning computers/printers.
Indicators WM Description
3. Funds given by the 205 3
1. The teacher 2.68 Evident government are not
enough to the
encourages student
procurement of
engagements via
Modules.
open-ended questions
4. No internet 203 4
and modelling of
connectivity.
expected behavior
2. The teacher provides 3.00 Evident
5. Difficulty in 183 5
opportunities for
communicating with
students to ask
parents/guardians.
questions
3. The teacher seeks 3.00 Evident
6. Teacher encountered 146 6
feedback from
difficulty in
students and provides
downloading the
additional resources
Modules through
or explanations when
DepEd Google Drive
necessary.
or Learning Portals.
4. The teacher seems to 3.00 Evident
express enthusiasm
7. Students cannot easily 80 7
in engaging students
follow the instructions
and the content
in answering the
delivered.
modules.
Overall weighted 2.92 Evident
mean
8. Teacher is not well 78 8
This means that strategies for learners’ equipped in using
Printers and
engagement in all types of distance learning shall
Computers.
be utilized by teachers. It is advised that teachers 9. DepEd sends 62 9
check in often with students either by sending those incomplete Self-
instant messages or a bullet pointed summary of Learning modules to
what is expected of them, or by conducting a quick your School.
survey every week to monitor learner’s difficulties
and to see how they have been progressing in the

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 UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,
2019
This data describes the Problems
encountered by the teachers in facilitating
DLDM’s.
The first in rank is Teachers are working
late hours/ overtime due to printing of modules to
finish it on time with a frequency of 223. The
UNESCO, GEM Report (2020) support the
finding that from the onset of the pandemic,
teachers were immediately tasked with
implementing distance learning modalities, often
without sufficient guidance, training, or resources.
Shared computers/ printers ranked 2 as the
Problems also by many Educators especially in
public schools. Because printing and distributing
these instructional materials has been farmed out
to schools — forcing teachers to scrounge for
every available printer in their locality. Not all
teachers has computers and printers. Teachers lack
resources for reproduction and delivery of
modules. Sometimes, the printer is not functioning
well. In worst case, sometimes there's no
electricity. Therefore, they experience difficulty in
printing and mass production of modules.
This corroborates the result that Funds
given by the government are not enough to the
procurement of Modules. According to Newsbites
PH, The postponement of K-12 classes should give
the Department of Education “breathing space” to
print self-learning modules for 2.15 million public
schools students, which Sen. Recto said “could be
around 100 pages.”
But the bigger problem, he said, is that
DepEd can only cobble together from its fund a
third of this amount. That is why funds given by
the government are not enough. Most teachers from
the four district of Bulan said that they do not have
a stable internet connection. Some of the teachers
in have their own internet while others said that
they do not have. Some teachers said that they have
their personal Wi-Fi while others of them
responded that they do not have their own. Most of
the teachers still opt to use Modular Distance
Learning over other learning approaches because of
poor internet connection as one of the problems.
Difficulty in communicating with
parents/guardians ranked 5 as with a frequency of
183 is also one of the problems encountered by the
teachers. Some teachers were having difficulty in
communicating with parents because some parents
do not have cell phones and some cannot afford to
buy load all the time. Also, some parents do not
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reply, some do not respond immediately, and others
cannot be contacted.
Teacher encountered difficulty in
downloading the Modules through DepEd Google
Drive or Learning Portals. This is also in relation to
the study of Michelle Jamal, she said 75% of
teachers responded that the Department of
Education (DepEd) provides modules for them.
However, some of them said that the modules they
gave were usually incomplete. 95% of teachers
stated that they noticed errors in the modules and
they were permitted to revise the modules with
mistakes. Some teachers in some field responded
that the central office does not provide modules for
their respective subjects which include MAPEH
and Journalism-Filipino. Thus, they are the ones
making their own modules.
Students can’t easily follow the
instructions in answering the modules. Most
students cannot study independently. 70% of them
cannot easily follow instructions in the modules.
Thus, modules were often submitted late, and most
of the answer sheets are blank (Llego, MA.) The
teachers think that students' answers in their
modules have no validity, and most probably,
mastery of the lessons is impossible to attain.
Parents lack knowledge to assist their
child/children. According to some teachers, some
parents didn't finish their studies.
Teacher is not well equipped in
using Printers and Computers. Some teachers are
struggling in using technologies like computers
and printers. Most of them are already a senior
citizen teachers. Some said, they need the
assistance of their children on how to print
modules. Some need to pay to the internet shop
just to print them modules. Lastly, DepEd sends
incomplete Self-Learning modules to your School
ranked 9 with a frequency of 62 as one of the
problems encountered by the teachers in
facilitating DLDM’s.
The result is similar to Dangle and
Sumaoang (2020) which concluded that the main
challenges that emerged were lack of school
funding in the production and delivery of modules;
students struggle with self-studying, and parents'
lack of knowledge to academically guide their
child/children. In conclusion, the study was able to
determine the prevailing challenges of the
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 UIJRT | United International Journal for Research & Technology | Volume 01, Issue 01,
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participants in terms of resources, preparedness,
and communication.
CONCLUSION
On the light of the findings, the following
conclusions were drawn.
The most used learning modalities by
public school teachers in Bulan Districts is the
Modular Distance Learning with 82.04 percent and
the Blended Distance Learning with 17.96 percent.
On the strategies employed by the teachers
in facilitating modular distance learning in terms of
Instructional Methods, Learning Resources,
Assessment, and Learners Support were all
described as evident. It means that, amidst COVID-
19 pandemic, the teachers are creating and doing
different strategies that learning must continue. No
Filipino learner will be left behind amidst this
crisis.
On the strategies employed by teachers in
Blended Distance Learning, most of the items
revealed to be evident especially with the learners
who can provide like laptops, other gadgets, and
internet connectivity and loss of learning interests
decreased even in the absence of face-to-face
instruction.
On the problems encountered by the
teachers in facilitating the DLDMs, they were
ranked according to the frequency. These problems
are teachers are working late hours/overtime due to
printing of modules to finish it on time; shared
computers/ printers; funds given by the government
are not enough to the procurement of modules; no
internet connectivity; difficulty in communicating
with parents/guardians; teacher encountered
difficulty in downloading the modules through
DepEd Google Drive or learning portals; students
cannot easily follow the instructions in answering
the modules; teacher is not well equipped in using
printers and computers; and DepEd sends
incomplete self-learning modules. In many ways,
each of these problems relate to the others and must
be addressed and given attention.
An action plan was proposed to enhance
the strategies utilized by elementary teachers in
facilitating the DLDM.
RECOMMENDATIONS
In the light of foregoing conclusions, the
following recommendations are hereby offered:
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Modular way of learning is the most used
modality in Public schools, it may be recommended
that Self-learning modules must improve more by
the Educators, make it more interesting,
understandable, clear and must measure every child
needs and capabilities. It may also be
recommended to acquaint teachers with other
distance learning modalities.
The school administrators may provide
more trainings related to Modular instruction for
them to familiarize and embrace the tedious
process of its implementation and later on develop
their appreciation for this instructional modality
and grasp the opportunities inherent to it.
The teachers may be provided training or
seminars in facilitating Blended Distance learning
through online classes and other educational
platforms that needs internet connection. Also, it
may be recommended that the government may
allot sufficient funding to procure the materials
needed for online learning, lesser work, less papers
needed for module printing and felling an
enormous number of trees may no longer be
necessary to produce papers.
The schools may consider the
implementation of the proposed action plan to
enhance the strategies utilized by the elementary
teachers in facilitating DLDM.
Further studies about the strategies utilized by
teachers in DLDM may be conducted to
supplement the findings in this study.
ACKNOWLEDGMENT
The researcher would like to extend her profound
gratitude and appreciation to those people who
helped, encouraged, and taught her to complete this
study.
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