ABSTRACT

The study aims to identify the challenges encountered by grade

two students of Area J Elementary School while participating in

modular learning. It seeks to determine the demographic profile

of grade two parents and teachers in terms of age, gender, and

educational attainment, as well as the difficulties as perceived

by respondents in terms of availability of time, the focus of the

learner, parental support, and availability of technology.

Furthermore, the researchers aim to determine if there is a

significant difference between the assessments of parents and

teachers on the challenges encountered by grade two students in

modular learning, moreover, based on the research findings,

researchers seek to ascertain the extension program that may be

proposed.

The survey questionnaire with twenty related questions is the

primary tool for gathering data. The purposive sampling method

was used in this study. The researcher concludes that both

parents and teachers must agree. They do not see challenges in

maximizing the learner's focus. The findings of this study may

serve as a springboard for future improvements in the

implementation of modular learning.

 ACKNOWLEDGMENT

The researchers wish to express their appreciation and

sincerest gratitude to the following persons who generously and

patiently helped in completing this study:

Ms. Florence Ferrer, Dr. Nancy Liwanag, and Dr. Cynthia C.

Cudua, for the many valuable knowledge and skills they have

shared and provided for the study, and for the constant

encouragement that propelled the researchers to finish this

study;

Their families and friends, for the care, trust, love, and

support, and;

Above all, they would like to give their sincerest and

warmest appreciation to the Lord God, and Savior, who is the

source of their strengths, knowledge, and skills and guide their

paths in every journey of their lives.

DEDICATION

The researchers want to share their triumph and dedicate

this study wholeheartedly to the following:

 Almighty God, for His guidance and protection, and for

giving the researchers the power of the mind, as well as for

providing healthy lives to carry out this research;

Their parents, for their continuous moral, spiritual,

emotional, and financial support that have enabled the

researchers to complete this study. They have been the source of

inspiration and strength throughout this research;

Their classmates, for motivating them in finishing this

study, and;

Finally, they would like to dedicate this study to Mrs.

Rence Ferrer, their research adviser, for her time and patience

in guiding them through the research and assisting them in better

understanding the key points of this study.

INTRODUCTION

Distance learning has been implemented in Philippine schools

for nearly two years now since the CoVid-19 pandemic started.

Classes are immediately moved online by educational institutions,

but this is not the only type of distance learning. Many people

are unaware that there are other options for distance learning.

For example, the Department of Education (DepEd) developed

TV/radio-based instruction methods to make use of existing rural-

access technologies. However, the most popular mode of distance

learning under consideration in public schools, particularly in

elementary, is modular learning.

Modular Distance Learning strives for proper education even

when schools do not have face-to-face classes. Most students face

different problems in this type of distance learning. The primary

goal of this research is to identify the challenges that

teachers, parents, and students face in the implementation of

Modular Distance Learning in Philippine public elementary

schools.

THEORETICAL FRAMEWORK

This study is based on the theories of Independence and

Autonomy Learning or Distance Learning Theory by San Pedro

(2020), the key proponents of the study are Delling, Rudolf

Manfred, Wedemeyer, Charles, and Moore, Michael. Rudolf Manfred

Delling (1966) provided the definition: Distance education is a

planned and systematic activity that comprises the choice,

didactic preparation, and presentation of teaching materials as

well as the supervision and support of student learning and which

is achieved by bridging the physical distance between student and

teacher using at least one appropriate technical medium. Charles

Wedemeyer (1981) rooted his study in the ideal of learner

freedom. Wedemeyer characterized the independent study as one in

which: the student and teacher are separated; the normal

processes of teaching and learning are carried out in writing or

through some other medium; teaching is individualized; learning

takes place through the student’s activity, learning is made

convenient for the student in his or her own environment, and;

the learner takes responsibility for the pace of his or her own

progress, with the freedom to start and stop at any time. The

last proponent is Moore the Autonomy and distance or Bridging the

gap (Keegan 1996, Moore 2019) this educational system in which

learners are autonomous and separated from teachers by place and

time, the learners' autonomy can be seen by setting the

objectives, method of study, and evaluation. The role of the

teacher is not to direct or to provide information, but to

provide the materials or medium that the learner will use.

SCOPE AND LIMITATION OF THE STUDY

This study is conducted primarily for the purpose of

identifying the challenges encountered by the grade two students

in using modular learning in AREA J Elementary School: Basis for

Extension Program.

It seeks to determine the demographic profile of grade two

parents and teachers in terms of age, gender, and educational

attainment, as well as the difficulties as perceived by

respondents in terms of availability of time, the focus of the

learner, parental support, and availability of technology.

This study is limited to selected elementary grade two

parents and teachers of Area J Elementary School.

SIGNIFICANCE OF THE STUDY

The results of the study will be of great benefit to the

following:

School Administrator Findings of this research would provide

teachers with stronger abilities to focus on student

developmental needs in using modular learning. This study will

aid in the development of effective methods for developing

administrator prioritization in the promotion of student

development. The study's findings will also allow them to

identify any problems that may exist in the study. This motivates
them to find solutions, strengthens their weak points, and

enhances their strong points.

Students This study may serve as a guide and reference for

the students undertaking similar studies.

Teacher The findings of this study would give teachers

greater ability to focus on student developmental needs when

using modular learning. The data provided will serve as a guide

for teachers in determining how to help their students understand

their modules.

Parents This study may serve as a guide for parents to

understand the various challenges that students face in modular

learning that will help them in learning how to assist their

students.

Future Researchers This research improves campus or school

services in terms of modular learning for future generations. The

study's findings may inspire others to conduct a parallel

investigation.

DEFINITION OF TERMS
 The following terms are defined operationally and lexically

to provide a common frame of reference:

Autonomy Based on the students' varying abilities to manage

their own learning.

Availability of Technology Access to technology for

communication purposes (parents to teachers and vice versa),

searching, and educational videos (YouTube for tutorials).

Availability of Time The time set aside by the parents to

teach or assist their children in answering the learning modules.

Challenges Stimulating tasks or problems that the

respondents experience while participating in modular learning.

Distance Learning Any learning that happens without the

students being physically present in the classroom.

Educational Attainment The highest level of education that a

person has successfully completed.

Extension Program A written statement of the situation,

objectives, problems, and solutions that has been prepared on the

basis of adequate and systematic planning and that serves as the

foundation for extension teaching activities in a specific area

over a specified time period.

 Focus of the Learner The decreased or increased ability to

focus on something. Staying awake, impulsiveness, intrusive

thoughts or concerns, overactivity, or inattention can all be

associated with concentration.

Independent Learning Theory Characterized independent study

as one in which: The student and teacher are separated. The

normal processes of teaching and learning are carried out in

writing or through some other medium.

Modular Learning The use of learning modules that help

students learn on their own.

Parent Support The physical presence and guidance of the

parent during asynchronous learning (independent learning).

The Helping Organization Composed of machines, people, and

materials to facilitate the learning of the students.