Challenges Encountered by Non-Compliant or At Risk of

Dropping -out Learners in the Implementation of Modular

Learning:
BASIS OF ACTION PLAN

A Master Degree Research Paper

Presented to the Faculty of
Master of Arts in Education– Educational Management
Fatima College of Camiguin

PRESENTED TO:

WENIE L. NAHIAL, PhD.

Professor

In partial fulfilment
Of the requirements for the course
Seminar in Thesis Writing, Educ 299

Submitted by:
APRIL B. FORTO
Student

Chapter 1
 THE PROBLEM

Introduction

On 31 December 2019, WHO was informed of cases of pneumonia of

unknown cause in Wuhan City, China. A novel coronavirus was identified as

the cause by Chinese authorities on 7 January 2020 and was temporarily

named “2019-nCoV”. It has rapidly affected thousands of people, who are sick

or being killed due to the spread of this disease. The COVID-19 pandemic also

resulted in a widespread disruption such as travel restrictions, closure of

schools and global economic recession.

Most countries around the world have temporarily closed educational

institutions to contain the spread of the virus and reduce infections (Tria,

2020). Face to face engagement of students and teachers within the school has

also been suspended. With the emerging situation, the Department recognizes

that the suspension of classes and work during emergencies remain to be

necessary in upholding physical and mental well-being. Thus, the application

of DO 43, s. 2012 is suspended until further notice; and in its place, the

enclosed Guideline’s on the Cancellation or Suspension of Classes and Work in

Government Office Due to Typhoons, Flooding, Other Weather Disturbances,

and Calamities are adopted.

Since face-to-face interaction is no longer in existence, the Department of

Education is in support to giving priority of the safety and welfare of the

learners. In its commitment to ensure teaching and learning continuity while

looking after the health, safety, and well-being of its learners, teachers, and

personnel, DepEd issued DO 012, s. 2O2O the Adoption of the Basic

Education Learning Continuity Plan (BE-LCP) for School Year (SY) 2O2O-2O21

in light of the COVID-19 Pandemic. Through this policy, the Department has

adopted distance learning modalities to still cater the need of the learners to

learn even amidst pandemic.

Modular learning is the most popular type of Distance Learning. This

learning modality is currently used by all public schools because according to a

survey conducted by the Department of Education (DepEd), learning through

printed and digital modules emerged as the most preferred distance learning

method of parents with children who are enrolled this academic year

(Bernardo, J). This is also in consideration of the learners in rural areas where

internet is not accessible for online learning.

However, the implementation of modular instruction fostered various

challenges to teachers, students, and parents. The study of Dangle &

Sumaoang (2020) concluded that the great number of activities in each module

is one of the main problems that emerged in the implementation of Modular

Distance Learning.

Difficulties and boundaries experienced by the students in the execution

of Modular Distance Learning that frustrate the students’ capacity to achieve a

normal yield, hence coming about to the disappointment of DepEd’s main

Mission and Vision. Most students couldn’t achieve the learning undertakings

on schedule, discover trouble in their SLMs and neglect to present yields. Some

learners also even dropped out from school due to MDL-SLM struggles.

Results of this study might provide us information which could be

utilized in formulating plans that would improve performance of learners at

risk of dropping out. Thus this research was conducted to study challenges

encountered by Non-Compliant or LARDOs in the implementation of modular

distance learning. From the results of the study, recommended mediations may

be established. These interventions would be founded on the learners’

responses from the individual survey forms. Recommended exercises or

activities may also be created to address the learners’ needs trough an action

plan tapping essential stakeholders that will contribute to the success of

reducing Non-Compliant or LARDOs.

THEORITICAL FRAMEWORK

This study was anchored on the theory of Michael G. Moore, in his

Theory of Transactional Distance, posits that in distance learning scenarios,

separation between the teacher and students can “lead to communication gaps,

a psychological space of potential misunderstandings between the behaviors of

instructors and those of the learners” (Moore & Kearsley, 1996, p. 200).

Giossos, Koutsouba, and Lionarakis (2009) further refine this notion in their
review of the contemporary relevance of Moore’s theory. Also, Moore (1997)

added that the nature of the transaction developed between teachers and

students in distance learning needs to take into account three factors:

dialogue, structure, and learner autonomy.

Moreover, this theory will then be a guide to the researcher in proving

the point as to the three structures that should be given into account in

implementing distance learning which is the dialogue, structure, and learner

autonomy. As to their definition, dialogue refers to more than simply two-way

communication, but takes into account all forms of interaction, “within the

context of clearly defined educational targets, cooperation and understanding

on the part of the teacher, and, ultimately, it culminates in solving the learners’

problems” (Giossos et al., 2009, p. 2). The second factor Moore (1997) refers to

is the nature of the course structure, which is described as the level of the

course’s rigidity or flexibility. This factor includes aspects such as the extent to

which course goals and objectives are pre-prescribed, the pedagogical model

used in teaching the course (e.g., teacher- vs. student-centered), the nature of

course assessment, and the ability of the course to accommodate individual

student needs (Zhang, 2003). The third factor, learner autonomy, is contingent

upon the previous two, in that it refers to the sense of both independence and

interdependence perceived by learners as they engage in the course. Learner

autonomy is intimately tied in with a learner’s sense of self-direction or self-

determination, and this can be significantly affected by the dialogue, the level

of rigidity or flexibility inherent in the course design and delivery, and the
“extent to which the learner exerts control over learning procedures” (Giossos

et al., 2009, p. 2).

Moore’s theory asserts that an inverse relationship exists between these

three factors, in that increases in one can lead to corresponding decreases in

others (McIsaac & Gunawardena, 1996). For example, a course with an

inflexible structure can lead to a decrease in the quality of dialogue and sense

of learner autonomy, thereby increasing the students’ perception of

transactional distance. However, Moore (1997) also notes that when course

structure drops below a particular threshold the sense of transactional

distance can actually increase, due principally to the potential for learner

confusion or dissatisfaction.

My study is relatable to the Transactional Distance Theory of Michael

Moore by seeking answers to the learning gaps that are happening among the

non-compliant or at risk of dropping-out students during the implementation

of the Modular Distance Learning. The researcher would like to see what aspect

of gaps the learners find it hard to deal with. With the challenges identified as

the study progresses, the teachers will then know what aspects to focus and be

given solutions.
CONCEPTUAL FRAMEWORK

The framework of the study is very much related to the idea of Mahlangu

(2020). According to him, distance learning is one of the most financially

affordable and viable forms of education. However, even if modules were

provided free of access to public schools, many learners tend to work and study

at the same time. Thus, adding difficulty in the accomplishment of LAS due to

poor time management and priorities.

They added, that students’ own motivation is not sufficient to prevent

them from dropping-out. There are different barriers that can hinder students’

access and success in education-for example, situational and social barriers.

Situational barriers are those barriers that can hinder students’ access to

higher education, because these learners may drop out because they are

unable to cover the costs of their training.

Tutor’s doctor’s (2015) also named some common problems of distance

education. These problems were lack of support, feelings of isolation and

academic discipline. They added that distance learning can be incredible

experience for students, but distance learning is only as effective as the

student is.

With all the advantages and disadvantages of using the modular learning

as a learning modality, the teacher researcher finds it timely and relevant to

determine the challenges of Students At Risk or Non- Compliant Learners in

the implementation of Modular Learning given into consideration the

demographic profile of learners when it comes to age, gender, family status,

parents’ employment status, educational attainment and household size. .

Thus, be able to formulate interventions to address the problem through an

action plan.
 INPUT PROCESS OUTPUT
Parents’ Profile

1. Educational attainment
2. Marital status
3. Family 1.Data Collection of Action Plan

monthly income Students Profiles and in preventing

4. Household Size
Students’ Profile
Administering
students at risk of
Questionnaire.
dropping-out or non-
2. Organization Of
students’ responses compliant learners in

1. Sex 3. Focus-Group the Implementation of

Discussion the Modular Distance
*Barriers and Difficulties 4. Participant Learning
Indicators Observation

*Suggested Solutions
provided by the SARDOs

Figure 1: Schematic Diagram of the Study

 THE PROBLEM

Statement of the Problem

This study is conducted to determine the challenges that Non-

Compliant or Students at Risk of Dropping Out in all Senior High School within

Catarman District encountered due to the implementation of Modular Distance

Learning.

Specifically, it pursued to answer the following questions:

1. What are the common qualities/demographic characteristics of the

respondents in terms of:

1.1. gender;

1.3. family income

1.4. employment status

1.5.educational attainment

2. What are the challenges that hinder the execution and completion of SLM

and possible solutions can be suggested to resolve the challenges encountered?

3. To what extent do these challenges affect Non-Compliant or Students at

Risk of Dropping-Out’s completion of SLM?

4. Is there a significant difference of Non-Compliant Leaners or SARDOs in the

implementation of Modular Learning in terms of their:

 A. Educational attainment, marital status, monthly income of parents and

household size;

B. Sex of students?

5. What are the common suggestions of the Non-Compliant Leaners or SARDOs

in the implementation of Modular Learning?

RESEARCH HYPOTHESIS

The following hypotheses were tested at 0.05 level of significance.

Ho2. There is no significant difference in the extent of Challenges Encountered

by Non-Compliant or At Risk of Dropping -out Students in the Implementation

of Modular Learning considering the:

a. Educational attainment, marital status, monthly income, and

household size of parents,

b. Sex of students

SIGNIFICANCE OF THE STUDY

The findings of the study benefited to the following academic

constituents:
DepEd. Results of the study will give light to the department on what to focus

in the education process and be given ample time and support for the

realization of the DepEd’s Mission and Vision.

LGU/BLGU. The study will be beneficial to the LGU/BLGU by providing them

actualization that they have important roles also in strengthening and

supporting DepEd’s goal for continuity learning by helping, providing support

and monitoring of learners.

Administrator. The study will then guide administrators to create school

planning team to actualize interventions in planning and implementing

programs to benefit students. through creating action plans for reducing

SARDOs.

Teachers. The results of this study help educators to determine predictors that

affect Students at Risk Of Dropping-Out or Non-Compliant Learners in the

implementation of Modular Learning and exercise remedial session.

Parents. The results of the study will help the parents to give the right

guidance so as their children can have a bright future.

Researcher. The study will give the researcher the idea on how to help at-risk

students in improving their academic performance and improve the teaching-

learning process.

Future Researcher. The results of this study can be become a reference for

more in-depth evaluation and serves as tool to enhance the teaching-learning

process.
SCOPE AND DELIMITATION OF THE STUDY

This study focused on the challenges encountered by non-compliant or

learners at risk of dropping out in the implementation of modular distance

learning.

The respondents were limited to the Senior High School (Grade 11-12) in

three National High Schools and one Integrated School of Catarman District.

The data was taken from the respondents through a questionnaire and

key informant interview.

The findings of the study were utilized as bases for suggestions and

finding interventions in improving performance of non-compliant or learners at

risk of dropping out.

DEFINITION OF TERMS

Modular Distance Learning (MDL). It is a form of distance learning that uses

Self-Learning Modules (SLM) based on the most essential learning

competencies (MELCS) developed by the teachers with the aid of curriculum

developers.
Students at Risk of Dropping Out. It is a term coined by the Philippine’s

Department of Education, defined as, a student who is likely to become a

candidate to drop-out.

Non-Compliant. It refers to students who do not comply in the Modular

Learning, submitting no outputs at all.

Age. It refers to the length of an existence extending from the beginning to

any given time

Gender. It is a broad term can also refer to the expressions and identities of

girls, women, boys, men, and gender diverse people

Educational Attainment. It refers to the highest level of education that their

parents have successfully completed

Economic Status. It refers to the status of the parents with respect to his or her

employment.

Interventions. In educational term, it refers to strategy used to teavh a new

skill, build fluency in a skill, or encourage a child to apply an existing skill to

new situations or setting.

Basis. The underlying support or foundation for an idea, argument, or process.

Action Plan. A proposed strategy or course of action. Once the predictors are

determined, series of activities are planned carefully before the suggested

innovations and projects to be executed.

 CHAPTER 2

REVIEW TO RELATED LITERATURE AND LOCAL STUDIES

This chapter presents readings in the area of Challenges Encountered by

Non-Compliant or At Risk of Dropping-out Learners in the Implementation of

Modular Learning. It provides strong foundation for the study and covers a

review of existing literature and studies.

Implementation of Modular Learning and its Challenges

Education plays an important role in shaping the lives of students. In the

process, teachers are one of the essential instruments in delivering quality

learning. Due to the emergence of COVID-19 in the Philippines, a lot of

changes happened in the educational landscape. One of these is the mode of

instruction that was implemented by the Department of Education. The

current COVID-19 crisis has obliged most education systems to adopt

alternatives to face-to-face teaching and learning. Many education systems

moved activities online, to allow instruction to continue despite school closures

(OECD, 2020). The shift of the teaching-learning delivery in schools to modular

distance learning made more challenging, on the part of the school personnel,

the delivery of basic quality education. That is why DepEd leaders are always

finding avenues to solve the problems and capacitating its teachers and school

heads to become more effective in the field of modular distance learning

(Bagood, 2020).
 Bagood (2020) also added that identified teaching personnel together

with the Education Program Supervisors prepared modules starting in May

2020 in all subjects for all grade/year level across four quarters in accordance

to the “Most Essential Learning Competencies”. These self-learning modules

are already considered learning packages containing pre-test, discussion, and

a series of evaluation/assessment. They are distributed to all learners with the

modular learning class schedule. Indeed, this kind of instructional modality

has been followed by public school teachers all over the Philippines. Teachers

play a vital role in the continuous delivery of quality education amid the

pandemic.

According to the study conducted by Lapada et al. (2020), teachers were

highly aware of the presence and consequences caused by the COVID-19

pandemic. Despite the threats of the COVID-19 pandemic, teachers continue to

serve by formulating modules as the learning guide of students. The teacher

thus becomes a facilitator in the development of the student, both as a member

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

However, Malipot (2020) stressed that teachers also air their problems on

modular distance learning. Bagood (2020) highlighted that as front liners in the

educational system, they have undergone various training and seminars to be

more equipped in delivering better education amid the COVID-19 pandemic as

it is a norm of the department to train teachers not just for professional growth

but to become ready for unexpected circumstances.

 Based on the study conducted by Ambayon (2020), modular instruction

is more operative in the teaching-learning method as equated to usual teaching

approaches because in this modular approach the students learn in their own

stride. It is unrestricted self-learning panache in which instantaneous

reinforcement, a comment is provided to practice exercise, which stimulates

the students and builds curiosity in them. Hence, this kind of learning

modality increases the student-centered approach in learning. However, the

implementation of modular instruction fostered various challenges to teachers,

students, and parents. The study of Dangle & Sumaoang (2020) showed 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. Hence, it

is evident that there are struggles associated with the use of modular distance

learning.

The implementation of the Modular Distance Learning through Self-

Learning Modules has provided a different approach to learning. However,

though Distance learning has been practiced for a long time, it is still new to

most of the learners’ today. MDL-SLM is a part of DepEd’s Learning Continuity

Plan. Since, most learners are not that familiar with this modality, it is giving

them a hard time to cope with it. Several challenges and barriers hinder the

learner’s accomplishment of MDL-SLM. Identifying these challenges and

barriers will help assist learners with their dilemma and address their needs

prior to MDL. Distance learning is the new rage in the world of education
(Kofahi & Srinivas,2004). It provides an exceptional learning opportunity as it

allows for flexibility in learning methods and materials, schedules, and physical

location (Tutordoctor, 2015). The convenience of time and space is a big

promise made by distance learning. Students do not have to physically be with

the instructor in space and, depending on the method used, they do not have

to be together in time as well (Savoye,2001).

Like all learning models, distance learning does have some inherent

problems, especially in the areas of isolation, support, technology and

discipline (Tutordoctor, 2015). Despite the promises and obvious advantages to

distance learning, there are problems that need to be resolved. These problems

include the quality of instruction, hidden costs, misuse of technology, and the

attitudes of instructors, students, and administrators. Each one of these has

an effect on the overall quality of distance learning as a product. In many ways

relate to the others (Valentine, 2002). Pe Dangle & Sumaoang, (2020) also

identified the disadvantages of modular instruction that include greater self-

discipline and self-motivation required for students, increased preparation time

and lack of concrete rewards for teachers and staff, and greater administrative

resources needed to track students and operate multiple modules. Tutor

doctor’s (2015) also named some common problems of distance education.

These problems were lack of support, feelings of isolation and academic

discipline. They added that distance learning can be an incredible experience

for students, but distance learning is only as effective as the student is.

Moreover, most modules were written in English. However, Nardo (2017) also
stated that the English proficiency of Filipino students is continually declining

over the years as shown in the low performance in national assessment in their

competency in the use of the English language. Students have great difficulty

in expressing their ideas in the classroom and in writing which could also be

attributed to the utter neglect of developing the writing competence of the

students. Students have writing problems in expressing themselves

systematically and logically. This lack of skills as one of the most common

complaints students have when they encounter a particularly difficult

assignment may be an outcome of neglecting one’s studies for a considerable

period, poor education or something else. Thus, these struggles also affect in

the delivery and accomplishment of the students’ modules.

From a study made by Pe Dangle & Sumaoang (2020) on the

implementation of Modular Distance Learning in Balbalayang National High

School (BNHS) and Baguio City National High School (BCNHS) during the

School Year 2020-2021, they found out 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. Their study was able to determine the

prevailing challenges of the participants in terms of resources, preparedness,

and communication.

In addition to the study of Pe Dangle & Sumaoang (2020), result could be

seen that most of the learners are having difficulty in this new learning
modality. 90% of the participants had a hard time answering their modules.

Half of them do not have enough time to accomplish all their modules within a

week. They often receive at least 8 modules in all subjects and each module

has 3-5 activities. The subject that they are having greatest difficulty with are

Mathematics, followed by History, Entrepreneurship, and Applied Economics.

In Mathematics, some students said that most of the Math problems are

difficult to solve and no detailed explanation is provided. Problem Solving does

not only include and require computation but there is a need to understand

and analyze the problem, it is important that students comprehend the

problems (Salma & Rodrigues, 2012). In History, some learners said that this

subject has lengthy readings and many of the students cannot understand

some of the terms used. The questions are hard as well and there are not

enough examples provided. Students have difficulty in understanding the

lessons and history books are lengthy (Tok, B. R 2016). Lastly, some students

have difficulty in Entrepreneurship and Practical Research because they lack

knowledge about business.

Furthermore, most of the students cannot answer all their modules

independently; that is why they badly need the assistance of others. The family

members, relatives and friends of the learners play a vital role in education

today. Siblings are at the top of the list helping the learners in answering the

modules followed by friends and classmates. Although 83% of the students

said that the teachers were approachable, some said that the teachers do not
immediately respond to the queries regarding the lessons. Majority (93%) of the

learners have gadgets that could be useful in learning.

Thus, it could be seen from the data in the study of Pe Dangle and

Sumaoang (2020) that several challenges were encountered by learners in

Modular Distance Learning. 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. Some learners

cannot finish their modules on time because they mostly spend their study

time teaching their siblings with their modules and helping their parents in the

field. To add, parents lack of knowledge to assist their child/children was also

one of the challenges. According to some teachers, some parents didn't finish

their studies.

There are different barriers to distance learning in higher education that

is unique to each country. For example, in Finland, there are challenges that

are related to: (a) costs (there is a challenge of the high cost involved in network

connections); (b) lack of feedback and support (students do not get enough

personal support); (c) lack of face-to-face meetings; (d) isolation; (e)

insufficiency in self-directed learning; (f) family and work responsibilities; (g)

difficulties in network connections; (h) change in one’s life situation; (i)

difficulties with technology; (j) lack of support from employer, and (k) lack of

education.
 Also, in Germany, the perceived challenges to distance learning are

related to the following: namely: (a) costs; (b) lack of feedback and support; (c)

lack of face-to-face meetings; (d) isolation; (e) lack of adjusted programs, and (f)

lack of formal regulations

Distance-learning organizational support of the educational process that

depends on the availability and convenience of the administrative system and

staff can be a challenge for some students. The abovementioned challenge may

be connected with the accuracy and timeliness of the information provided to

the students. Another challenge for distance learning can be the problem of

how the content of the course or module meets the expectations of students

oriented on getting the opportunity of career growth, personal and professional

development on the basis of distance learning. Other challenges of distance

learning can be related to the psychological state of students. Among others,

this can include: (a) problems caused by the lack of direct contact between

student and lecturer; (b) problems associated with feeling of alienation and

isolation from the student community; and (c) problems associated with

anxiety and concerns regarding the education process and learning results

(Mahlangu,2018).

All the above cited literature and studies provided the researcher many

ideas that is needed in the organization of the study. Moreover, the literature

and studies supported the findings of the study.