RELATED STUDIES LOCAL

According to the study of (Cahapay, M.B and Rotas, E. E., June 2020) most educational

systems across the world have migrated to remote learning modality as a measure against the

spread of the coronavirus disease 2019 (COVID-19). This phenomenon is causing a lot of

difficulties especially as voiced out by students in the context of developing countries. This

paper attempts to describe the difficulties in remote learning of university students in the

Philippines in the wake of the COVID-19 crisis. Following a mainly qualitative research design,

this study surveyed a pool of purposively and conveniently selected students currently enrolled

in a tertiary institution. The result of the content analysis revealed the following categories of

difficulties in remote learning: unstable internet connectivity; inadequate learning resources;

electric power interruptions; vague learning contents; overloaded lesson activities; limited

teacher scaffolds; poor peer communication; conflict with home responsibilities; poor learning

environment; financial related problems; physical health compromises; and mental health

struggles.

In this Philippine context, remote learning reveals a digital divide among Filipino

students (Santos, 2020). This current situation in remote learning may most possibly exacerbate

existing inequalities and may translate to barriers in online learning. For example, a cross-

sectional study conducted nationwide reported that thirty-two percent (32 %) and twenty-two

percent (22%) out of 3, 670 Filipino medical students surveyed have difficulties adjusting to new

learning styles and do not have reliable internet access, respectively (Baticulon et al., 2020). For

some, it may present difficulty to purchase a facilitative learning device to easily tune in to

online classes and immediately turn in assignments in the online system (Santos, 2020). Despite

the efforts to make education accessible for all, many difficulties are still confronting Filipino
university students in the practice of distance education.

Since the start of the COVID-19 pandemic, the psychological and emotional impact is

also evident. Its emergence and spread create a lot of concern for people leading to increased

levels of anxiety (Roy et al., 2020). COVID-19 crisis has also made an impact on the context of

Philippine Education. Classes were postponed due to lockdown. The majority of colleges and

universities also faced current challenges with virtual learning (Talidong & Toquero, 2020). In

particular, Higher Education Institutions (HEIs) are prompted to establish management

approaches regarding pandemics to encourage positive health behavior among students.

Considering the relevance of all the above conditions, the study aimed to assess knowledge,

attitudes, anxiety, and personal coping strategies of college students during the COVID-19

pandemic in Southern Philippines

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) also added that identified teaching

personnel together with the Education Program Supervisors prepared modules starting in May
2020 in all subjects for a ll 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 read y 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 stimulate s the

students and build s 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 o f 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.

Camarao (2010) believes that the instructional materials were the answer the needs of

developing countries lie the Philippines with inadequate logistics and rapidly increasing school

population. Instruction could be individualized and from it, students learn even when they are

already out of school. He stated that the writers of the supplementary instructional materials

should state the objectives in terms of learner's behavior and skills.

According to Cesareno (2013), teaching school children to read and to learn without the

necessary books and others instructional materials is like teaching them how to swim without

giving them the benefit of actual experience to swim in a body of water. He added that the

seriousness of the textbook problem strikes deep into the educational program. The importance

of textbook and the instructional materials is to facilitate learning and to make teaching more

effective.

Usability

Usability of the module ensures that it can serve as a teaching tool for teachers and

learning tool for learners amid the covid-19 pandemic which limits or restricts face-to-face

classes. Nardo (2017) concluded in her experimental study that performance of the experimental

and control group in the regular tasks, assigned tasks, and evaluative tasks did not register a

significant difference, which implies that the modules can be used by the students without much

intervention by the teacher. That is, the modules provide what learners must do and how to do

the tasks.

Based on the result of the study of Guido (2014), instructional module is effective for
students’ knowledge adaptation and shows suitability to the level of the students and

acceptability to the faculty evaluators. This reveals that the module is very valuable to the course

which makes students learning experience well stimulated. The instructional module affirms that

the realization of appropriateness, development, and comprehension of competency of the

module are well identified as it helped students’ progress in cognitive abilities and understanding

of the concepts.

Similarly, Lim (2016) concluded that the use of instructional modules in teaching is an

effective teaching approach. Effective in the sense that it helped the subjects of the study learn

concepts without cramming in keeping up with the pacing of the teacher. The use of modules in

teaching these particular concepts was very useful for the respondents in developing their

learning study habits. Though the results of this study showed that learning took place in both

groups using the two methods of teaching, the subjects who were taught using the modular

approached performed significantly better than the subjects exposed to the traditional lecture

method and it is concluded that the modular approach is an applicable and effective teaching

approach that could be used in teaching.

The DepEd implemented the Modular Distance Learning for most of the schools and

divisions in the country since many Filipino students preferred it due to poor internet connection,

availability of gadgets, and other technology-related as shown on the survey conducted before

the opening of classes for School Year 2020-2021. From the Learner Enrollment Survey

Form(LESF), there are 8.8 million out of the 22.2 million enrollees (39.6% of total respondents)

preferred modular distance learning for the upcoming school year. Meanwhile, 3.9 million

enrollees (17.6%) were partial to blended learning (which uses a combination of different

modalities), 3.8 million (17.1%) preferred online learning, and 1.4 million and 900,000 enrollees
preferred TV-based and radio-based learning, respectively. Modular Distance Learning(MDL)

according to Guido (2014) is an approach that contains a series of activities each of which starts

with teaching instructions addressed to the learners, explanation, exercises, and generalizations.

It uses a module that is designed as a self-contained, independent unit of a planned series of

learning activities designed to help the student accomplish certain well-defined objectives. The

learner is able to proceed at this own rate and recycle if necessary. The use of SLM or module

favors many of the learners’ situations due to technological constraints. Similarly in the study of

(Duyan, n.d.) found that modular teaching is a more effective mode of instruction in chemistry as

compared to traditional teaching and further suggests that this be applied to other subjects and

levels of education. Modular instruction is more operative in teaching-learning methods as

equated to usual teaching approaches because in this modular approach the students learn in their

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

comment is provided to practice exercise, which stimulates the students and builds curiosity in

them (Ambayon, 2020). DepEd defines distance learning as a learning delivery modality where

learning takes place between the teacher and the learner who are geographically remote from

each other during instruction. Also, DepEd identified modalities such as Modular Distance

Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based instruction. The

currently implemented modality under the new normal is the MDL which is an individualized

instruction that utilizes the use of the Self-Learning Module (SLM).

Moreover, on the study conducted by Dangle and Sumaoang (2020), they concluded that

their study was able to determine the prevailing challenges of the participants in terms of

resources, preparedness, and communication in the implementation of Modular Distance

Learning in the Philippine Secondary Public Schools. Thus, they suggested that the results of
their study may serve as a springboard for the future improvements of the schools' existing

programs and guidelines on the implementation of modular distance learning. Similarly, in their

study, Labrado, Rosal, Layasan, and Salazar (2020) described the process of the Modular

Teaching-learning Modality implemented in the Division of Naga-Cebu. They suggested that the

actual observations, reliable data collection, valid concerns, and issues were discussed for future

studies and references. With this, the researcher deemed to investigate the attitudes and

perceptions of the students towards the use of modular distance learning to determine the current

problems and issues encountered in the implemented modular distance learning so as to give or

propose recommendations to improve the modular distance learning in Bagong Nayon II

National High School.

Indeed, research indicates that there is no universal approach for teaching, and no method

of educational methods is better than the others except in certain circumstances. Current

education practices may be invalid nowadays; perhaps conditions within the past in teaching

students were restricted on teacher- blackboard, and textbook. While nowadays we have an

emergency health crisis caused by COVID-19. Thus, students are forced to resort to self-learning

programs like modular learning. Consequently, the necessity has risen to depend upon teaching

approaches that are far away from conventional ways of the teacher as well as school. And to be

more accessible to education during the COVID-19 pandemic, the module is one of these

progress means to meet the needs of the Filipino learners.

For School Year 2020-2021, DepEd implemented distance learning on a scale never done

before due to Public Health Emergency as a result of the threat imposed by the COVID 19 virus.

During this time of the pandemic, distance learning is the modality in delivering education.

Instruction is done using various means such as the use of self-learning modules, TV, radio,
internet, and other communication platforms. While the system in place is not new to DepEd, its

implementation on a wide scale may influence teachers on the field to adjust and retool

considering that they will be doing it in this magnitude. Implementation of distance learning at

this level will replace the regular

Alternative delivery modalities are explored to deliver education on areas that are facing

armed conflict, hit by calamities where attending school becomes impossible, and to learners

whose life circumstances make it hard for them to attend a regular class. There are measures

implemented or programs that ensure that these basic services will reach their beneficiaries: the

Alternative Learning System (ALS), Instructional Management by Parents, Communities and

Teachers (IMPACT), Modified In-School Off-School Approach (MISOSA), and the Open High

School Program (OSHP), which allows the student to not physically report at school regularly.

These programs allow students to continue education via distance learning thru module-based

instruction. While these are implemented only for those learners having problems attending

school regularly, the processes are still based on that of distance learning.

ETO MGA LOCAL STUDIES DONE DURING THE PANDEMIC, MGA TRIALS

AND PROBLEMS SA DISTANCE LEARNING AND MODULAR DISTANCE

LEARNING AND SELF LEARNING MODULES NA PROVIDED NG DEPED,

MAKIKITA MO MGA TRIALS AND EXPLANATIONS NA NANGYAYARI PAG

WALANG SOCIAL INTERACTION BETWEEN TEACHER, STUDENT AND PEERS

PAG NAG-AARAL. ELEMENTARY, SECONDARY AND TERTIARY LEVELS OF

EDUCATION, MEJO NOSEBLEED UNG IBA. SOURCES NIAN PM KA LANG AT

ICONSOLIDATE Q LANG DIN LAHAT NG SOURCES PAG NEED NA NG TEACHER

MO. THE QUESTION IS CAN YOU RELATE AND DETERMINE ITS CONNECTION
TO THE STUDY YOU ARE CURRENTLY CONDUCTING AND HOW CAN YOU USE

THIS TO DEVISE A SURVEY QUESTIONNAIRE FROM THESE VARIABLES

MENTIONED IN THE DIFFERENT STUDIES.