Mini Research

SAINT JOSEPH INSTITUTE OF TECHNOLOGY
Montilla Boulevard Butuan City, Philippines
THE IMPAC OF USING DIFFERENT MODALITIES IN DELIVERING QUALITY

EDUCATION DURING PANDEMIC: BASIS FOR CONTINUITY OF LEARNING
MODALITY
A Mini Research Presented to the Faculty of the Graduate School of

Saint Joseph Institute of Technology
Butuan City
In Partial Fulfillment of the Requirements for the

Degree of Master of Arts in Education
Educational Management
CRISTAH JEAN J. ALMONTE
February 3, 2022
Chapter I
Introduction
Background of the study
Education is a powerful agent of change, improves lives, contributes to social
stability and drives long-term economic growth for nation building. As such nations
invest abundantly on the formation and development of its educational curriculum.
This venture realized with the collaboration of different stakeholders such as parents,
teachers, school heads, administration, and school boards who aims to create
effective education systems and effective learning environments.
In education, a curriculum is broadly defined as the totality of student
experiences that occur in the educational process (Kelly, 2009). The term often
refers specifically to a planned sequence of instruction, or to a view of the student's
experiences in terms of the educator's or schools instructional goals (Wiles,
2008). The structure, organization, and considerations in a curriculum are created in
order to enhance student learning and facilitate instruction. This must include the
necessary goals, methods, materials and assessments to effectively support
instruction and learning (Adams, 2003).
According to Stotsky (2012), curriculum is a plan of action that is aimed at
achieving desired goals and objectives. It is a set of learning activities meant to make
the learner attain goals as prescribed by the educational system. This suggests that
Curriculum is a standards-based sequence of planned experiences where students

practice and achieve proficiency in content and applied learning skills. It is the
central guide for all educators as to what is essential for teaching and learning, so
that every student has access to rigorous academic experiences.
Nowadays, as we face danger brought by COVID-19 education was
threatened. Schools from primary to tertiary level are affected due to many
restrictions and prohibitions. According to Sumitra Pokhrel and Roshan Chheti, this
pandemic has created the largest disruption of education systems in human history,
affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools,
institutions and other learning spaces have impacted more than 94% of the world’s
student population. Since COVID-19 is a contagious disease traditional face to face
class was stopped. This caused both unprecedented disruptions and massive
changes to education. Almost overnight, many schools and education systems
began to offer education remotely (Kamanetz 2020; Sun et al. 2020). Through
television and radio, the Internet, or traditional postal offices, schools shifted to teach
students in very different ways. Regardless of the outcomes, remote learning
became the de facto method of education provision for varying periods. Educators
proactively responded and showed great support for the shifts in lesson delivery.
Thus, it is clear and generally accepted that “this crisis has stimulated innovation
within the education sector” (United Nations 2020, p. 2).
Health and disaster-related emergencies show that the impact extends well
beyond the period of the pandemic. As a result the children’s economic potential
and productivity in adulthood will be affected greatly, thus undermining the country’s
competitiveness. To answer these pandemic crises, curriculum innovation is
needed. DepEd Secretary Leonor Magtolis Briones announce the integration of

SLMs with the alternative learning delivery modalities (modular, television-based,
radio-based instruction, blended, and online) which will help DepEd ensures that
all learners have access to quality basic education for SY 2020-2021.
In addition, Basic Education Learning Continuity Plan (BE-LCP) responds to
the directive of the Secretary and provides guidance to the department on how to
deliver education in this time of crisis. The BE-LCP lays down the direction for basic
education. Implementation specifics will be embodied in appropriate guidelines,
rules, or directives, and operationalized through programs, projects and activities,
DepEd Order No. 012, s. 2020. According to the DepEd, the development of the BE-
LCP will enable learners of basic education to continue learning, and for teachers to
be able to deliver instruction in a safe work and learning environment amid the threat
of COVID-19.
The implementation of the different learning delivery modalities will ensure
children continue to learn, and remain protected from COVID-19. It is an
alternative delivery mode (ADM) that aims to provide learners with equal access to
quality basic education through a home-based environment to be facilitated by
qualified parents, guardians, or tutors who have undergone relevant training.
Considering the limitation on connectivity, the concept of different learning delivery
modalities emerged as an option for online learning especially in higher institutions in
the Philippines. Flexible learning focuses on giving students choice in the pace,
place, and mode of students’ learning which can be promoted through appropriate
pedagogical practice (Gordon, 2014). The learners are provided with the option on
how he/she will continue with his/her studies, where and when he/she can proceed,
and in what ways the learners can comply with the requirements and show
evidences of learning outcomes. Flexible teaching and learning needs appropriate
approaches that can meet the varied needs of diverse learners. These include
“independence in terms of time and location of learning, and the availability of some
degree of choice in the curriculum (including content, learning strategies, and
assessment) and the use of contemporary information and communication
technologies to support a range of learning strategies” (Alexander, 2010).
As the pandemic continues, consistent curriculum re-visitation is the best act
that we can do to strengthen learning using the different modalities. According to
Dylan Wiliam (2018), “reviewing and refining of the curriculum is part of every
school’s regular cycle of improvement and renewal”. These are not normal times for
schools. But curriculum can unlock new knowledge, passions and experiences for
pupils. It can offer them hope that things will go back to normal one day and remind
them of the joy of learning in a room with their peers and their teachers. That’s
something we can all look forward to. Moreover, the principle of ‘focus’ will be more
important than ever as we consider the gaps students might have on returning to
school, and the possibility of further school closures (ambition.org.uk).
Researchers came up with a study to show the impact of the different learning
modalities used by the DepEd to continue the learning throughout pandemic. The
learning delivery modalities that schools can adopt may be one or a combination,
depending on the COVID-19 restrictions and the particular context of the learners in
the school or locality. There are 4 learning modalities namely: modular distance
learning, blended learning and home schooling, (DepEd LCP, 2020)
This study aims to identify the impact of using different modalities in delivering
quality education during pandemic in Talisay SPED Center Elementary School , as

this school year 2021-2022 adopts this kind of learning modality to ensure the safety
of the learner, teachers, and stakeholder. Specially, this study seeks to answer the
following sub-question. What are the different learning modalities used in delivering
quality education? What are the advantage of using different learning modalities in
delivering quality education.
This study will benefit the students’ awareness as to the background of the
different learning modalities, and how it is used to deal with our current situation as
pandemic arises. On the other hand teachers, will know how these learning
modalities be effective in teaching students without physical interaction.
The school also benefits in terms of the effectivity of the learning modalities
on how it is being implemented and used by the school. Through this study,
stakeholders will be open-minded to all plans of the Department of Education to
ensure the safety of the learners and the community.
Therefore, it is a must to study these researches for us to know which learning
modalities best fit in delivering quality education and its importance in this new
normal.
Objective of the Study
The researcher aims to determine the effectivity of the different learning
modalities in the Elementary Grade Level that the Department of Education came up
with, in dealing this pandemic, which in this school year 2021-2022 adopts this kind
of learning modality to ensure the safety of the learner, teachers, and stakeholder.
The study also aims: To determine the different modalities used in delivering quality
education; and to investigate the academic performance of learners using the
different modalities.
Chapter II
MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
The MELCs were provided by DepEd as the primary reference for all Schools,
Schools Division Offices (SD0s) and Regional Offices (R0s) in determining and
implementing learning delivery approaches that are suited to the local context and
diversity of learners, while adapting to the challenges posed by COVID-19. Schools
are hereby instructed to refer to the MELCs in creating learning activity sheets, self-
learning modules, and other instructional materials. Moreover, schools are enjoined
to adhere to the content of the MELCs and refrain from creating a new list of learning
competencies for different learning areas. Pursuant to Unnumbered Memorandum
from the Office of the Undersecretary for Curriculum and Instruction issued on May
6, 2020 titled Clarifications on the Use of the Most Essential Learning Competencies
(MELCs) and Other Related Issues, this Office directs all schools to report any
activity related to the selling of MELCs to DepEd OUCI through its email at
ouci@deped.gov.ph. Relatively, this Office hereby advises all teachers to refrain
from buying ready-made lesson plans, periodical examinations, summative tests,
modules and the like. This Office through the Curriculum Implementation Division
(CID) is trying its best to provide all those materials for the teachers. According to
DepEd, most essential learning skills or MELC are identified as what students need,
considered essential, in the teaching-learning process to develop skills to prepare
students for subsequent grade levels and, subsequently, for lifelong learning.
Why Implement MELCs?
The MELC is part of the DepEd response to develop resilient education
systems, especially during emergencies. It will help focus instruction on the most
essential and indispensable competencies as it will identify what should be taught
and what is important for students to have opportunities to know and be able to do.
They describe the ways of working, and knowledge and understanding that students
need for ongoing learning, social and personal competence, and participation in a
democratic society. This will help students achieved mastery and gain competencies
which are explicit that empowers them.
DepEd established the MELCs as the key reference for all Colleges,
Elementary and Secondary to define and incorporate learning delivery methods that
are relevant to the local context and diversity of learners, while adjusting to the
challenges raised by COVID-19.
In developing learning activity sheets, self-learning modules, and other
educational resources, schools are advised to refer to MELCs. In addition, schools
are expected to stick to the content of MELCs and to refrain from developing a new
list of learning skills for various areas of learning. These Most Essential Learning
Competencies (MELCs) were identified using the criterion Endurance. Enduring
competencies are those that remain with learners long after a test is completed
(Reeves, 2002) or is useful beyond a single test or unit of study (Many and Horrell,
2014).

Self-Learning Modules (SLMs)

The success and effectiveness of distance education systems largely
depends on the study materials. Writing for distance education is a more challenging
task and quiet different from that face-to-face teaching or writing for a book or a
journal. Self-learning materials depend on exploiting the various means and ways of
communication to suit it to the needs of learners. SLMs can perform the functions of
a live teacher, and thereby how a distance learner may have all the learning
experiences which a student may have in a classroom situation. SLMs include all the
material prepared to stimulate independent study/learning. The learners in distance
education have less contact with either the institution or the tutor, and depend
heavily on these specially prepared teaching materials. Revision of SLMs is as
important as the development of the materials for the first time because of two
reasons. Every distance teaching course needs to be updated from time to time to
incorporate the developments in the field of study or discipline. The other reason is
to review the performance of the courses in the light of the feedback that you get
from the students, tutors, counselors, experts and others in order to make the course
more relevant, learner friendly and academically rich.

Learning Activity Sheets (LAS)

The goal of LAS is to give students the opportunity to take an active role in
their learning by assisting them in developing and discovering concepts through
science process skills, as well as to serve as a resource for teachers and learners
during the learning process. As an assessment tool, worksheets can be used by
teachers to understand students' previous knowledge, outcome of learning, and the
process of learning; at the same time, they can be used to enable students to
monitor the progress of their own learning. The development of the Learning Activity
Sheets (LAS) shall be based on the Most Essential Learning Competencies (MELC)
issued by the Central Office.

2
English
Quarter 3 – Week 5
Learning Activity Sheet (LAS)
Identify Important Details in
Expository Text Listened to
Writer:
Lina D. Cena
Talisay Central Elementary School SPED Center
Nasipit Northwest District
SDO- Agusan del Norte
WEEKLY LEARNING ACTIVITY SHEET

English 2 Quarter 3 Week 5
Identify Important Details in Expository Texts

Listened to
Name: ___________________________________ Section: ___________
Most Essential
Learning Identify important details in expository
Competency texts listened to. EN2LC-IIIh-3.1
(MELC)
5.1 Determine what words mean from
how they are used in a sentence.
5.2 Listened and respond to text
listened to.
5.3 Correlate important in expository text
Learning
listened to.
Objective:
5.4 Share personal experiences about
developing good study habits.
5.5 Give reasons and evidence why they
believe the ideas they selected to be
important.
Important Details – Something that
is important, very significant, highly valued, or
necessary.
Expository Text- The text is fact-based with the

purpose of exposing the truth through a reliable
Key Concepts: source. True and deliberate expository text will
focus on educating its reader. Expository text
gets to the point quickly and efficiently.
Examples: Textbooks, News articles, Instruction
manuals Recipes, City or country guides,
Language books 1and Self-help books
Reference
Materials for Activities
Ballpen, Activity Notebook

Learners Books
Activity 1. Find Me!
Directions : Read the sentences. Choose the
Exercises /
meaning of the word in boldface.
Activities
1. Jose Rizal’s patriotism was the reason he died
for our country.
a. love of neighbors
b. love of country
c. love of family
2. He was a man of bravery who never feared
death.
a. courage
b. fear
c. pride
3. Mango is a tropical fruit that grows in the
Philippines and other neighboring countries.
a. fruit that grows in cold places
b. fruit that grows in the places with
2
warm temperature
c. fruit that grows anywhere
4. We should plant more trees to have
more lumber for making furniture.
a. wood
b. metal
c. house
Activity 2. Listen to me!
Directions: Read the expository text below and
answer the questions provided.
( A parent should read the story to the student)
Philippine Symbols
by Elisa O. Cerveza
It’s Monday morning. Ryan was excited to come
to school. Last Friday, their teacher told them to
bring pictures of Philippine symbols.
He brought a picture of the Philippine flag and a
chart of the Philippine symbols. His classmates
had pictures, too.
“Good morning Mrs. Cruz,” the pupils greeted
the teacher.
“Good morning, class,” the teacher replied.
“Bring out your assignment,” she said.
3
The pupils showed the different symbols. Mrs.
Cruz took the picture of the Philippine flag from
Ryan and started talking about it. Here is what she
said:
“The Philippine flag is the most important symbol
of our country. It consists of a white triangle, blue
stripe, and red stripe. The white triangle stands for
equality. The blue stripe is for peace and the red
stripe is for bravery and patriotism.
Then their teacher asked them to name other
Philippine symbols and say something about
them.
Here are some of the statements given by the
pupils:
“The sampaguita is our national flower. It has
small and white petals. It has a sweet smell.”
“The narra tree is a large and strong shady tree. It
gives us good lumber.”
“The Philippine mango is a tropical fruit. There

are yellow and green mangoes. Ripe mangoes are
yellow. Many people
like ripe mangoes because of their sweet and
delicious taste.” 4
“The carabao is a strong and useful animal.”

When all the pupils have recited, everyone was
happy. They learned a lot about our national
symbols.
Ryan was happier. Now he knew why they always
have a flag ceremony every Monday morning.
Comprehension Questions:
1. Who was excited to come to school?
2. What did he bring to school?
3. What are the different colors in our Philippine
flag?
4. What do the colors mean?
5. In school, how do you show your respect to our
flag?
6. Are you proud of our national symbols? Why?
Activity 3. Fill Me!

5
Directions : Fill in the blanks and choose the
corresponding answer inside the box.
rectangle red
white, blue, green Philippine flag
square sampaguita
blue
at the center of the white triangle
at the center of the white square
Reflection red, white, and blue
________________1. What is the most

important symbol of our country?
________________ 2. What are the different
colors of the Philippine flag?
________________3. Where can we see the
picture of the sun?
________________4. What is the shape of
the Philippine flag?
________________5. Which color of the flag
stands for bravery and patriotism?
Activity 4. I can do 6it!

Directions : Fill in the graphic organizer below
with different Philippine symbols in the
expository text. Write the answers inside the box.
Philippine Symbols
Let us now summarize your understanding

of the topic.
1. What is the most7 important symbol of our
country? Give reasons why it is important. (Refer
to p3-5)
___________________________________
____________________________________
_________________________________________
_________________________________________
_________________________________________
Answer Key
1.2 Activity 2
1.1 Activi 1.3 Activity 3
ty 1 1. Ryan
2. picture of the Philippine
1. b flag and chart of the 1. the
2. a Philippine symbols Philippine flag
3. b 3. blue, red, white, yellow) 2. red, white,
4. blue for peace, red for and blue
4. a 3. at the
bravery, white for
purity center of the
1.1 5. Answer may vary white triangle
Activity 4
Answers may vary
References
What is Expository Text? - Definition, Types & Examples. (2015, September 28). Retrieved
from https://study.com/academy/lesson/what-is-expository-text-definition-types-
examples.html.
English – Grade 2 Learner’s Material First Edition, 2013 ISBN: 978-971-9990-82-6 p. 243-
245
English – Grade 2 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-83-3 p. 2-4
8
2
English
Quarter 4 – Week 5
Learning Activity Sheet (LAS)
Use Demonstrative Pronouns (this/that,
these/those)
Writer:
Lina D. Cena
Talisay Central Elementary School SPED Center
Nasipit Northwest District
WEEKLY LEARNING ACTIVITY SHEET
English 2 Quarter 4 Week 5
Use Demonstrative Pronouns (this/that, these/those)
Name: ________________________________ Section: _________
Most Essential
Learning Use demonstrative pronouns (this/that,
Competency these/those) EN2G-IVc-d-4.2.3
(MELC)
5.1 Identify demonstrative pronoun in a
phrase and in a sentence.
5.2 Recognize demonstrative pronoun in a
phrase and in a sentence.
Learning 5.3 Use appropriate pronouns (this/that,
Objective: These / those).
5.4 Supply the appropriate pronouns
(this / that, these/those).
5.5 Write simple sentence using (this/that,
These / those).
We use This when the speaker is holding or
near to one person, animal or object.
Example:
This is our father.
He is Mang Oscar.
Key Concepts:
We use That when pointing to

one person, animal or object.
Example: 1
That is our house.
I live there with my old
father and my brothers.
We use these when the speaker is holding or near

two or more persons, animals or objects.
Example:
These toys are from my

grand father.
We use those when the speaker is pointing two or

more persons, animals or objects that is far from the
speaker.
Example:
Are those dolls on top of

the shelf yours?
Reference Activity sheets

Materials for Ballpen, Activity Notebook
Learners Books
Exercises / Activity 1. Circle Me!

Activities Read and encircle the appropriate pronouns
(this/that)
1. ( This , That ) is a heavy

book bag.
2. ( This , That ) boy will jump

into the river.
3. ( This , That ) is a deep

swimming pool.
4. ( This , That ) is not my

water bottle.
5. ( This , That ) is a notebook.
Activity 2. Fill Me!3

Fill in the blanks with These and Those to complete
the sentences.
1. Are _______ toys yours?
2. ______ toys are very useful.
3. Are ______dolls on the top of the

shelf yours?
4. ________are new cars.
5. __________ are my new

dolls.
Activity 3. Supply4Me!
Supply the appropriate pronouns
(this/that, these/those).
1. ________blocks are our

favorite toys.
2. Oh, _________ are my sister’s

dolls. She got them on her birthday.
3. _____________is Dr. Jose Rizal.

He is our national hero.
4. Look! ________ is a falling star.

5.___________is my favorite car.
Activity 4. I Can Do It 5
Write simple sentence about each picture using this,
that, these and those.
Choose your answer from the box.
1. That is a mango
2. That is our flag.
3. This is a picture of a carabao.
4. These are my new cars.
5. Are those toys yours?.
1. ____________________________
_____________________________
2. ____________________________
_____________________________
3. ____________________________
_____________________________
4. ___________________________
_____________________________
5. ___________________________
_____________________________
Let us now summarize your understanding of the topic.
6
Reflection Make sentences using the pictures and the demonstrative
pronouns you have learned in this lesson.
Example:
These are bananas.
1.________________________________________.
2.________________________ ______________.
Swimming
Pool
3.________________________________________.
7
Answer Key
1.5 Activit
1.4 Activity 1 1.6 Activity 3
y 2
5. This
6. That
1. Those 1. these
7. That 2. these 2. Those
8. This 3. those 3. This
4. these
9. this 4. That
5. these
5. this
2.1 .
Activity 4
1. 3
2. 2
3. 1
4. 5
5. 4
References
English – Grade 2 Learner’s Material First Edition, 2013 ISBN: 978-971-9990-82-6 p. 247-
251
English – Grade 2 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-4-6-3 p. 4-6
Let’s Begin Reading in English Learner’s Material First Edition, 2013 ISBN: 978-971-9990-
82-6 p. 233-245
Deped MELCS 2020 English
Deped Budgetof Works

SCHOOL CLASS PROGRAM FOR SY. 2021-2022

LEARNING MODALITIES USED IN DELIVERING QUALITY
EDUCATION
Figure 1: Different Modalities of Instruction
Several of the fundamental differences between learning online and in a
traditional classroom setting were identified by McGovern (2004). These included the
following: online learning requires students to have a certain level of computer skills
and equipment that may not be necessary in the traditional environment; online
instruction does not permit students the opportunity to learn by hearing since audio
presentations are not normally available in online courses; and that online courses
permit asynchronous learning rather than requiring students to be in a classroom at
a given time and place.
Distance Learning Modalities
This 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. This modality has three types: Modular Distance Learning (MDL), Online
Distance Learning (ODL), and TV/Radio-Based Instruction. This means there is no
need for them to be in a classroom and in a school to attend classes.

Distance learning modality can be conducted in three ways — Modular Distance
Learning (MDL), Online Distance Learning (ODL), and through TV/Radio-Based
Instruction.
1. Modular distance learning
Modular distance learning uses self-learning modules and other learning
resources like learner’s materials, textbooks, activity sheets, study guides and other
study materials. These materials can either be in print or digital/electronic format.
The printed or digital modules are provided by the school and are delivered to
the student’s home or picked up at designated places with coordinated schedules.
The digital module, also called e-modules, are saved in flash drives or in a CD or can
be downloaded in electronic copies. The contents of the materials can be accessed
using laptops, computers, tablets, or smart phones. Parents or any member of the
family can use the provided learning guides to help, supervise their child, and serve
as para-teachers.
It is still the teacher that takes the responsibility to monitor the progress and
performance of the all students in the class. They may conduct home visits if
possible. The students may coordinate with the teacher via e-mail, text message or
instant messaging for assistance.
The modular distance learning is fit for learners located in coastal areas, far-
flung provinces, and communities who do not have access to electricity, internet
connectivity or a stable connection. This is also an option for parents who do not
want their kids to have long screen time.

Suggested Platforms/Resources/Mechanisms:
 The use of Learning Resource Materials/Modules in multimedia (slides, video
and audio files)
 Digital Packets (Learning Materials)
 The use e-learning materials
 The use of computer-based learning resources
2. Online distance learning
Online distance learning makes use of learning resources in the internet.
Examples of such resources are the DepEd Commons which are uploaded in the
DepEd Learning Portal and other DepEd-authorized learning management systems
or related platforms like Microsoft Teams, or Google Classroom.
In this type of learning, the teacher acts as facilitator, engaging the students’
active participation through the internet while they are geographically remote from
each other during instruction. Online learning allows synchronous or asynchronous
instructions. Synchronous instruction means that the lessons are done live, with all
students available and connected at the same time. In asynchronous, which is self-
directed and self-paced, it does not require all the learners to be virtually present at
the same time and makes use of message boards and discussion groups instead.
The internet is used for learner to teacher and peer to peer communication. The
students may download the materials from the internet, complete and submit
assignments, or attend virtual classes.

The online distance learning is fit for learners who have access to a laptop or
tablet, with a reliable internet speed and connectivity, and have a conducive place
away from distractions and noise.
The use of virtual classrooms e.g. Google Classroom, Edmodo, Schoology
 The use of Web-Enhanced Learning Activities
 Free access to OERs (Open Educational Resources)
 Access to LR Portals
 Access to DepEd Commons
3. The radio/TV-based instruction
The radio/TV-based instruction learning modality uses the television, radio, or
both in providing the subject lessons. For TV, the teacher prepares the lessons and
script for TV broadcasting, while in the case of radio-based instruction, the teacher
organizes the lesson and script for radio broadcasting, then does live broadcast or
pre-records the lesson scripts.
The students at home then listens to the broadcasted lessons. The parents
monitors their children’s work and provides feedbacks to the teacher through calls or
home visits. When students need to submit required accomplished tasks, it may be
done through the barangay or community learning center, or any available delivery
support. Television/radio-based instructions wherein lessons are heard on the radio
or watched on television is an effective learning delivery alternative for students who
do not have access to computer or tablets, and the Internet. With this modality of
learning, parents should prepare a space for learning at home with minimal to no
distractions, and their kids for the school year. Parents should encourage the
children to raise questions about learning and school-related issues. It is also
important for parents to reach out to the child’s teacher so if any of
the issues come up – the child not able to attend a class for some reason, if the child
is unable to complete the work – the teacher can provide assistance.
Blended Learning Modalities
Blended learning, also known as hybrid learning, is an approach to education
that combines online educational materials and opportunities for interaction online
with traditional place-based classroom methods.
1. Flipped model
This blended learning model allows trainers to prioritize active learning during
class time, by giving learners the training materials and presentations before the
actual class. The trainer can simply share the content via a learning management
system (LMS), email, or however training is delivered.
2. Face-to-face driver model
This is the closest to a traditional classroom structure. Instead of the session
taking place in a physical classroom, learners log into a webinar or meeting session,
like a Zoom Meeting. The learning happens online, with assignments being set
afterwards. This blended learning model is easily delivered using an LMS. With one,
you can deliver the training session and share assignments with learners before or
after the session has taken place.

3. Enriched virtual
An alternative to full-time online training that allows learners to complete the
majority of coursework online, and also attend webinars for face-to-face learning
sessions with an instructor. Attendance is ad hoc and at the learners discretion,
giving them the flexibility to learn at their own pace.
The use of print/non-print learning materials such as but not limited to the following:
 Modules
 Worksheets
 Activity Sheets
 The use of gadgets for K to 3 SpEd learners
Home Schooling Modalities
This is an Alternative Delivery Mode (ADM) that aims to provide learners with
access to quality basic education through a home-based environment to be
facilitated by qualified parents, guardians, or tutors who have undergone relevant
training. It allows families to educate according to their personal faith, philosophy,
and values, and to adjust learning schedules around family schedules and
circumstances. However, there remain several issues in its implementation, including

the supervision of licensed teachers and alignments with the curriculum. Thus, this
modality will be the subject of a later DepEd issuance before its expansion.
 The use of the print materials/learning resources ( modules, worksheets,
activity sheets, etc.)
 The use of digital packets (learning materials)
Theory of Distant Education
The development of new technologies has promoted an astounding growth in
distance education, both in the number of students enrolling and in the number of
universities adding education at a distance to their curriculum (Garrison, 1990).
While the application of modem technology may glamorize distance education,
literature in the field reveals a conceptually fragmented framework lacking in both
theoretical foundation and programmatic research. Without a strong base in research
and theory, distance education has struggled for recognition by the traditional
academic community. Distance education has been described by some (Garrison,
1990; Hayes, 1990) as no more than a hodgepodge of ideas and practices taken
from traditional classroom settings and imposed on learners who just happen to be
separated physically from an instructor. As distance education struggles to identify
appropriate theoretical frameworks, implementation issues also become important.
These issues involve the learner, the instructor, and the technology. Because of the
very nature of distance education as learner-centered instruction, distance educators

must move ahead to investigate how the learner, the instructor, and the technology
collaborate to generate knowledge.
Traditionally, both theoretical constructs and research studies in distance
education have been considered in the context of an educational enterprise that was
entirely separate from the standard, classroom-based, classical instructional model.
In part to justify, and in part to explain, the phenomenon, theoreticians like Holmberg,
Keegan, and Rumble explored the underlying assumptions of what it is that makes
distance education different from traditional education. With an early vision of what it
meant to be a nontraditional learner, these pioneers in distance education defined
the distance learner as one who is physically separated from the teacher (Rumble,
1986), has a planned and guided learning experience (Holmberg, 1986), and
participates in a two-way structured form of distance education that is distinct from
the traditional form of classroom instruction (Keegan, 1988). In order to justify the
importance of this nontraditional kind of education, early theoretical approaches
attempted to define the important and unique attributes of distance education.
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.
Wedemeyer (1981) identifies essential elements of independent learning as
greater student responsibility, widely available instruction, effective mix of media and
methods, adaptation to individual differences, and a wide variety of start, stop, and
learn times. Holmberg (1989) calls for foundations of theory construction around the
concepts of independence, learning, and teaching:
Meaningful learning, which anchors new learning matter in the cognitive
structures, not rote learning, is the center of interest. Teaching is taken to mean
facilitation of learning. Individualization of teaching and learning, encouragement of
critical thinking, and far-reaching student autonomy are integrated with this view of
learning and teaching (Holmberg, 1989, p. 161).
Holmberg summarizes his theoretical approach by stating that:
Distance education is a concept that covers the learning-teaching activities in
the cognitive and/or psycho-motor and affective domains of an individual learner and
a supporting organization. It is characterized by non-contiguous communication and
can be carried out anywhere and at any time, which makes it attractive to adults with
professional and social commitments (Holmberg, 1989, p. 168).
Garrison and Shale (1987) include in their essential criteria for formulation of
a distance education theory the elements of noncontiguous communication, two-way
interactive communication, and the use of technology to mediate the necessary two-
way communication.
Theory of Social Change and Homeschooling
According to Greenfield’s Theory of Social Change
and Homeschooling (March 2009), Greenfield is a luminary in the field of psycho
cultural research, the comparative study of psychology across geographic and ethnic
boundaries. She is Distinguished Professor of Psychology at UCLA and Associate
Director of the Children’s Digital Media Center, Los Angeles (CDMCLA). In this
fascinating article Greenfield constructs a broad theory to explain how changes in
society interface with changes in child development. In this review I will briefly
summarize her theory and then explain how it connects to homeschooling.
So what does all of this have to do with homeschooling? Two things. If we
were to assume Greenfield’s account of social change we would come up with two
explanations for why homeschooling happens.
For one group of people, homeschooling may be one of the vestigial parenting
patterns adults have inherited from their own more gemeinschaft upbringing. As
these adults join the money economy and move to areas with more population
diversity and density, they may nevertheless still hold on to older village values like
the sanctity of kinship relations, the need for children to have disciplined character
(as opposed to autonomous personality), the evils of exposure to foreign customs,
ideas, or people groups, and so on. Homeschooling becomes a strategy used to
soften the impact and slow the transition of the family
from gemeinschaft to gesellschaft. Children who grow up in this way will likely have
to deal with a good bit of inner struggle as they seek to navigate between this
traditional home life and the openness of individual autonomy that beckons from
outside. The struggle is likely to be even more intense the more mom and dad
themselves rely on the industrial money economy for their livelihood.
For a second group of people homeschooling may be one strategy
among several used to try and overcome perceived deficits of
the gesellschaft society. Consumerism, self-referential morality, absence of
communal norms and relationships, hunger for family, history, religion–these and
many other critical reactions commonly occur among the denizens
of gesellschaft who often feel lonely amidst the crowds and rootless amidst the
opportunities.
Blended Learning Model
Blended learning (BL), or the integration of face-to-face and online instruction
(Graham 2013), is widely adopted across higher education with some scholars
referring to it as the “new traditional model” (Ross and Gage 2006, p. 167) or the
“new normal” in course delivery (Norberg et al. 2011, p. 207). However, tracking the
accurate extent of its growth has been challenging because of definitional ambiguity
(Oliver and Trigwell 2005), combined with institutions’ inability to track an innovative
practice, that in many instances has emerged organically. One early nationwide
study sponsored by the Sloan Consortium (now the Online Learning Consortium)
found that 65.2% of participating institutions of higher education (IHEs) offered
blended (also termed hybrid) courses (Allen and Seaman 2003). A 2008 study,
commissioned by the U.S. Department of Education to explore distance education in
the U.S., defined BL as “a combination of online and in-class instruction with reduced
in-class seat time for students” (Lewis and Parsad 2008, p. 1, emphasis added).
Using this definition, the study found that 35% of higher education institutions offered
blended courses, and that 12% of the 12.2 million documented distance education
enrollments were in blended courses.
The 2017 New Media Consortium Horizon Report found that blended learning
designs were one of the short term forces driving technology adoption in higher
education in the next 1–2 years (Adams Becker et al. 2017). Also, blended learning
is one of the key issues in teaching and learning in the EDUCAUSE Learning
Initiative’s 2017 annual survey of higher education (EDUCAUSE 2017). As
institutions begin to examine BL instruction, there is a growing research interest in
exploring the implications for both faculty and students. This modality is creating a
community of practice built on a singular and pervasive research question, “How is
blended learning impacting the teaching and learning environment?” That question
continues to gain traction as investigators study the complexities of how BL interacts
with cognitive, affective, and behavioral components of student behavior, and
examine its transformation potential for the academy. Those issues are so
compelling that several volumes have been dedicated to assembling the research on
how blended learning can be better understood (Dziuban et al. 2016; Picciano et
al. 2014; Picciano and Dziuban 2007; Bonk and Graham 2007; Kitchenham 2011;
Jean-François 2013; Garrison and Vaughan 2013) and at least one organization, the
Online Learning Consortium, sponsored an annual conference solely dedicated to
blended learning at all levels of education and training (2004–2015). These initiatives
address blended learning in a wide variety of situations. For instance, the contexts
range over K-12 education, industrial and military training, conceptual frameworks,
transformational potential, authentic assessment, and new research models. Further,

many of these resources address students’ access, success, withdrawal, and
perception of the degree to which blended learning provides an effective learning
environment.
Monitor reach and effectiveness of distance learning modalities and learning
progress
Monitoring is important to determine and improve the reach and effectiveness
of distance learning modalities. Prolonged school closures have long-term
implications and affect some population groups more than others, especially those
without access to technology. Monitoring is required to determine which population
groups and areas of the country learning modalities are not reaching. This
information can be used to develop plans and strategies to improve reach. The
quality and effectiveness of distance learning modalities can also be improved based
on feedback from the key stakeholders: learners, parents/caregivers and teachers.
Surveys may inquire about their perceptions, preferences and level of engagement
with different learning modalities. During the COVID-19 pandemic, typical survey
methods that avoid face-to-face contact are phone surveys, IVR (Interactive Voice
Response) surveys and SMS-based surveys.13 Online surveys, while inexpensive,
can only reach the online population and are hence not generally recommended
except when complemented by other survey methods with better reach among the
less advantaged, offline population. In addition to national or subnational monitoring
of the reach and effectiveness of continuity of learning modalities, there is also a
need for school and classroom-level monitoring of student learning and well-being. It
is the role of school leaders to monitor this at the school level, and for teachers to
monitor their students. In a classroom environment, teachers are normally expected
to monitor children’s learning progress, whether it is on track and to identify strengths
and weaknesses. Teachers do so through a process called formative assessment,
and its main purpose is to enable teachers to make informed decisions about how to
best support their students’ learning. It is also important for motivating students by
providing feedback on their learning progress.
Formative assessment can take many forms – such as observations and
questioning, in addition to more formal quizzes or assessments – but possibilities are
more limited in an online learning environment, and extremely limited when the only
option for interaction is through basic mobile phones (see section 4). At the same
time, it is of critical importance especially during school closures to have a well-
planned routine formative assessment or monitoring component, for teachers to
continue to monitor and support their students during these difficult times.14 When
schools reopen, it will be important for teachers to identify learning gaps and address
them through accelerated learning and remedial education strategies, especially for
vulnerable groups who are at higher risk of having fallen behind.
Continue distance learning modalities when schools reopen

Distance learning modalities ideally continue to run even when schools
reopen. This is important for four reasons: (i) to provide learning opportunities to
children and youth who will remain out of school, even when schools have reopened,
(ii) to complement teaching at school with support for learning at home (e.g., through
radio, TV and mobile learning programmes), (iii) for planning and preparedness in
the eventuality of future school closures, and (iv) to maintain and enhance digital
literacy and blended learning skills for teachers and learners alike. COVID-19 has
led to a global widening of gaps between those with opportunities to learn, in
particular those who could access online lessons and resources and had continued
engagements with their teachers, and those with few or even no opportunities to
learn during school closures. The unprecedented roll out of distance learning
approaches combined with innovations in this space provide an opportunity for
countries to transform how they reach out-of-school girls and boys,16 as well as for
blended learning to improve the quality of education, especially for the most
disadvantaged. Blended learning is an approach that combines face-to-face
interactions between students and teachers at school, with technology-supported
learning opportunities at home and/or at school.17 When opting for technology-
supported learning solutions, consider in particular (i) equity issues, including
potential barriers to uptake by disadvantaged children and youth and how to address
them, (ii) cost-effective scale up and long-term sustainability, and (iii) value added
over business-as-usual approaches, for example, how it can reduce learning gaps
between less advantaged children and their more advantaged peers.
Chapter III
Summary
COVID-19 threatened education. This caused both unprecedented disruptions
and massive changes to education. DepEd Secretary Leonor Magtolis Briones
announce the integration of SLMs with the alternative learning delivery modalities
which will help DepEd ensures that all learners have access to quality basic
education for SY 2020-2021.The implementation of the different learning delivery
modalities is an alternative delivery mode (ADM) that aims to provide learners with
equal access to quality basic education through a home-based environment to be
facilitated by qualified parents, guardians, or tutors who have undergone relevant
training. The MELC is part of the DepEd response to develop resilient education
systems, especially during emergencies. Self-Learning Module (SLM) and Learning
Activity Sheet (LAS) with Answer Key is prepared so that learners can continue
studies and learn while at home. The development of the Learning Activity
Sheets (LAS) shall be based on the Most Essential Learning Competencies (MELC)
issued by the Central Office.
The Department of Education (DepEd) has applied distance learning
modalities to ensure learning continuity. This way, students can continue their
education in remote setups through online/offline platforms, TV and radio, and
printed modules. DepEd Learning Delivery Modalities are: Distance Learning,
Blended Learning, and Homeschooling.

Conclusion
Given the above, government preparedness in facing challenges in education
brought by this pandemic is vital. The decisions made to abruptly innovate our
curriculum are the best option that we do to continue learning of our children. We
cannot let these crisis stop our education and degrade our curriculum, that is why
frequent curriculum revisitations are needed. This will provides teachers, students,
administrators and community stakeholders with a measurable plan and structure for
delivering a quality education.
Distance online learning helps teachers deliver quality education despite
pandemic. The top benefit of distance education is its flexibility. Students can
choose when, where, and how they learn by selecting the time, place, and medium
for their education. There are a lot of activities a teacher can do if he/she is creative
enough. This solution can be realized effectively if all the stakeholders help each
other to the solution. Parents’ involvement, LGU, teacher and instructor has its role
to be responsible of. Common problems of these different learning modalities are
Internet connection, teachers’ literacy on technology, and lack of gadget. The
government’s addition allocation of budget is needed to answer these challenges in
facing the new normal education. Real change often takes place in deep crises, and
this moment holds the possibility that we won’t return to the status that we used to-
when things return to “normal”. While this crisis has deeply disruptive implications,
including for education, it does not have predetermined outcomes. It will be the
nature of our collective and systemic responses to these disruptions that will
determine how we are affected by them.

Recommendation
Government must develop an action plan on creating a Sustainable
Development Goals in education. This means ensuring that all young people have
the opportunity to succeed at school and develop the knowledge, skills, attitudes and
values to be a productive individual. Laws, amendments, benefits, trainings and
opportunities to improved curriculum and education must be on top priority. Budget
allocations that are enough must be seen so that implementation plan is well
realized.
As a result, Education systems will be at the heart of the curriculum
development. Their roles in developing the competencies and skills needed for
tomorrow’s society is vital. They should consider rethinking how the economy should
evolve to guard against adversity, and defining the skills, education and training
required to support it. This also means working in close collaboration with other
government sectors and the private sector to increase the attractiveness and labor-
market prospects of certain professions.
Big changes to our curriculum must be considered. A curriculum that is
developmental, personalized, and evolving; A pedagogy that is student-centered,
inquiry-based, authentic, and purposeful; and A delivery of instruction that
capitalizes on the strengths of both synchronous and asynchronous learning.
Community collaboration and cooperation on framing our future—our children
are important especially in curriculum development. This will include the parents,
LGU’s and NGO. From their support, our curriculum will be mold well. The act of
revising and innovating of the curriculum needs budget, collaboration of individual
and criticism or opinion to see strengths and weaknessess.

To the Teachers, they should be professionally responsible in developing their
knowledge and skills in handing the digital learners, especially that pandemic leads
us in educational instruction upgrading through the use of technology. Continue
education, seminars and trainings must be on top priority to bridge the gap of
education. There are a lot of methods, techniques, assessment styles that educators
must learn.
To the learners, they should be cooperative in this new learning method. They
must put priority the importance of discipline, honesty and responsiveness. Without
their cooperation there would be no learning at all. It is always a matter of choice that
learners need to realize the importance of education. Also the eagerness to self-
learning must be develop.
To the researchers, there are still a lot of studies that need to be conducted to
these learning modalities that we use today. How we can develop the character of
learners through distance learning is still a challenge. The strategies on giving
assessment need to be studied. The guarantee of quality education in distance
learning is not yet directly determined. That is why researchers are challenge to
know and answer how we can improve our curriculum.
The current crisis has tested our ability to deal with large-scale disruptions.
Curriculum revisitations must be always considered by our nation as education will
help progress our country. It is now up to us to build as its legacy a more resilient
society.
References
2.1.1.1.1 Citation
“Cho, Yoonyoung; Kataoka, Sachiko; Piza, Sharon. 2021. Philippine Basic Education

System : Strengthening Effective Learning During the COVID-19 Pandemic and
Beyond. Philippines COVID-19 Monitoring Survey Policy Notes;. World Bank, Washington,
DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/35649 License: CC
BY 3.0 IGO.”
https://www.teacherph.com/deped-learning-delivery-modalities/
https://depeddasma.edu.ph/dm-no-89-s-2020-clarifications-on-the-use-of-the-most-
essential-learning-competencies-melcs-and-other-related-issues/
https://www.depedtambayanph.net/2020/06/teachers-guide-tg-in-using-melcs-
for.html
https://journals.sagepub.com/doi/full/10.1177/2347631120983481
https://www.researchgate.net/publication/
221116755_Towards_a_Design_Theory_of_Blended_Learning_Curriculum
https://files.eric.ed.gov/fulltext/EJ1154117.pdf
http://members.aect.org/edtech/ed1/13/13-03.html
https://study.com/academy/topic/learning-development-theories-homeschool-
curriculum.html
https://www.ijpdll.com/download/the-covid-19-pandemic-through-the-lens-of-
education-in-the-philippines-the-new-normal-8311. i
European Journal of Teacher Education Volume 43, 2020 - Issue 4: The COVID-19
pandemic and its effects on teacher education

Mini Research

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mini Research

Uploaded by

Copyright:

Available Formats

SAINT JOSEPH INSTITUTE OF TECHNOLOGY

Montilla Boulevard Butuan City, Philippines

THE IMPAC OF USING DIFFERENT MODALITIES IN DELIVERING QUALITY

A Mini Research Presented to the Faculty of the Graduate School of

In Partial Fulfillment of the Requirements for the

CRISTAH JEAN J. ALMONTE

Background of the study

Education is a powerful agent of change, improves lives, contributes to social

invest abundantly on the formation and development of its educational curriculum.

effective education systems and effective learning environments.

In education, a curriculum is broadly defined as the totality of student

refers specifically to a planned sequence of instruction, or to a view of the student's

experiences in terms of the educator's or schools instructional goals (Wiles,

2008). The structure, organization, and considerations in a curriculum are created in

necessary goals, methods, materials and assessments to effectively support

instruction and learning (Adams, 2003).

According to Stotsky (2012), curriculum is a plan of action that is aimed at

Curriculum is a standards-based sequence of planned experiences where students

that every student has access to rigorous academic experiences.

Nowadays, as we face danger brought by COVID-19 education was

student population. Since COVID-19 is a contagious disease traditional face to face

changes to education. Almost overnight, many schools and education systems

began to offer education remotely (Kamanetz 2020; Sun et al. 2020). Through

students in very different ways. Regardless of the outcomes, remote learning

within the education sector” (United Nations 2020, p. 2).

competitiveness. To answer these pandemic crises, curriculum innovation is

needed. DepEd Secretary Leonor Magtolis Briones announce the integration of

SLMs with the alternative learning delivery modalities (modular, television-based,

all learners have access to quality basic education for SY 2020-2021.

In addition, Basic Education Learning Continuity Plan (BE-LCP) responds to

education. Implementation specifics will be embodied in appropriate guidelines,

rules, or directives, and operationalized through programs, projects and activities,

The implementation of the different learning delivery modalities will ensure

children continue to learn, and remain protected from COVID-19. It is an

quality basic education through a home-based environment to be facilitated by

qualified parents, guardians, or tutors who have undergone relevant training.

Considering the limitation on connectivity, the concept of different learning delivery

modalities emerged as an option for online learning especially in higher institutions in

evidences of learning outcomes. Flexible teaching and learning needs appropriate

degree of choice in the curriculum (including content, learning strategies, and

assessment) and the use of contemporary information and communication

technologies to support a range of learning strategies” (Alexander, 2010).

As the pandemic continues, consistent curriculum re-visitation is the best act

that we can do to strengthen learning using the different modalities. According to

school, and the possibility of further school closures (ambition.org.uk).

learning, blended learning and home schooling, (DepEd LCP, 2020)

quality education during pandemic in Talisay SPED Center Elementary School , as

delivering quality education.

modalities be effective in teaching students without physical interaction.

stakeholders will be open-minded to all plans of the Department of Education to

ensure the safety of the learners and the community.

Therefore, it is a must to study these researches for us to know which learning

Objective of the Study

The researcher aims to determine the effectivity of the different learning

education; and to investigate the academic performance of learners using the

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

diversity of learners, while adapting to the challenges posed by COVID-19. Schools

competencies for different learning areas. Pursuant to Unnumbered Memorandum

ouci@deped.gov.ph. Relatively, this Office hereby advises all teachers to refrain

from buying ready-made lesson plans, periodical examinations, summative tests,

considered essential, in the teaching-learning process to develop skills to prepare

Why Implement MELCs?

The MELC is part of the DepEd response to develop resilient education

Name: _________________________ Section: _

Name: ________________________ Section: _