Table 13c

Differences Between Parents’ Feedbacks on the Use of Module

According to Occupation, n=112
Variables Occupation N Mean z- df p- Description Decision
rank value value
Content Employed 23 53.43 5.704 8 0.680 NS Not Rejected
Unemployed 7 63.79
Self – employed 5 66.90
Housewife 48 56.28
OFW 2 39.75
Lawyer/Notary 1 4.00
Government 6 52.33
Official
Farmer/Fisherman 18 63.36
Day Care Teacher 2 39.25
Total 112
Assessment Employed 23 40.93 16.912 8 0.031 S Rejected
for Learners Unemployed 7 70.29
Self – employed 5 61.50
Housewife 48 57.83
OFW/Overseas 2 41.25
Filipino (OFW)
Lawyer/Notary 1 36.00
Government 6 47.75
Official
Farmer/Fisherman 18 75.83
Day Care Teacher 2 20.50
Total 112
NS- Not Significant at .05 level

According to Educational Attainment

The difference between parents’ feedback on the use of module according to

educational attainment is reflected on Table 13d.

 2

Table 13d

Differences Between Parents’ Feedbacks on the Use of Module

According to Educational Attainment, n=112

Variables Educational N Mean z- df p- Description Decision

Attainment rank value value
Content Elementary level 10 47.45 3.802 7 0.802 NS Not Rejected
Elementary 6 54.00
graduate
High School 16 50.44
level
High School 35 58.77
graduate
College level 17 61.41
College graduate 26 59.81
Master’s 1 50.50
graduate
Vocational 1 16.00
Education
Total 112
Assessment Elementary level 10 62.35 13.011 7 0.072 NS Not Rejected
for Learners Elementary 6 55.83
graduate
High School 16 56.75
level
High School 35 69.07
graduate
College level 17 49.56
College graduate 26 44.75
Master’s 1 36.00
graduate
Vocational 1 2.00
Education
Total 112
NS- Not Significant at .05 level

Table 13d shows that parents who are College level got the highest mean rank of

61.41 with the z- value of 3.802, df of 7 and p- value of 0.802 in the area of content,
 3

while High School Graduate parents in the area of assessment for learners with a mean of

69.07.

All the p-values obtained (0.802 and 0.072) are greater than .05 level of significance

where the decision is Not Significant. Therefore, the null hypothesis which states that

there is no significant difference between the feedback of parents on the use of modules

in terms of content and assessment for learners when grouped according to educational

attainment is not rejected.

Relationship between Teachers’ Experiences and Feedbacks on the

Use of Modules in terms of Production, Content, Assessment
for Learners and Distribution and Retrieval

The relationship between teachers’ experiences and feedbacks on the use of

modules in terms of production, content, assessment for learners and distribution and

retrieval using Spearman rho can be gleaned in Table 14.

Table 14

Relationship between Teachers’ Experiences and Feedbacks on the Use of Modules in

terms of Production, Content, Assessment for Learners and Distribution and Retrieval
Using Spearman rho

Experiences Feedbacks
Production Content Assessment for Distribution Interpretation Decision
Learners and Retrieval
r- p-value r-value p- r-value p- r-value p-
value value value value
Production 0.140* 0.049 S Rejected
Content 0.534** 0.000 S Rejected

Assessment 0.488** 0.000 S Rejected

for Learners
Distribution 0.549** 0.000 S Rejected
and Retrieval
*Correlation is significant at the 0.05 level (2 tailed)
**Correlation is significant at the 0.01 level (2-tailed).
 4

Table 14 presents the relationship between the experiences and feedbacks of

teachers on the use of modules in terms of age, sex, educational attainment,

occupation/designation and tribe. The relationship between the experiences and

feedbacks of teachers in terms of production, content, assessment for learners and

distribution and retrieval have No Significant which all the p-value obtained is less than

0.05 and 0.01 level

of significance where the decisions are significant. Therefore, the null hypothesis which

states that there is no significant relationship between the experiences and feedback of

teachers on the use of modules are rejected.

Relationship between Parents’ Experiences and Feedbacks on the Use of Modules in

Terms of Content and Assessment for Learners

The relationship between parents’ experiences and feedbacks on the use of

modules in terms of content and assessment using spearman rho can be seen in Table 15.

Table 15

Relationship between Parents’ Experiences and Feedbacks on the Use of Modules in

terms of Production, Content, Assessment for Learners and Distribution and Retrieval
Using
Spearman rho

Experiences Feedbacks Description Decision

Content Assessment for Learners
r-value p- value r-value p-value
Content 0.341** 0.001 S Rejected
Assessment for Learners 0.371** 0.000 S Rejected
**Correlation is significant at 0.01 level (2-tailed).
 5

Table 15 discloses the relationship between the experiences and feedbacks of

parents on the use of modules in terms of content and assessment for learners. It shows

that there is a Significant relationship between the experiences and feedbacks of parents

in terms of content with an r- value of 0.341** and p-value of 0.001 and for the

assessment for learners has an r- value of 0.371** and p- value of 0.000. Therefore, the

null hypothesis which states that there is significant relationship between the experiences

and feedback of parents on the use of modules in terms of content and assessment for

learners is rejected.

Recommendations to Improve Instruction Using Modules

Teachers’ Recommendations

The result of the teachers’ rating on recommendation is shown in Table 16.

Table 16
Recommendations to Improve Instruction Using Modules
Items Frequenc Rank
y

School Head should allocate budget from the MOOE for the production, delivery and 591 1
retrieval of modules.
Department of Education should improve Internet connectivity so that teachers can access 697 2
and downloads modules and other learning materials.
Intensify parents’ orientation on how to conduct mentoring of their children. 856 3

Parents should communicate with teachers regarding the problems of their child/children on 874 4
the use of modules.
There should be regular provision of school supplies from the principal for the production of 900 5
modules.
School administrator should allocate budget for the learning materials of the pupils. 970 6

Local Government Unit should identify and assign para-teacher in every purok in 1020 7
their place to assist or guide learners who find difficulty in answering the modules
 6

Conduct home visitation to pupils for noncompliance/submission of modules 1141 8

Master Teacher should review the content of the modules before reproduction. 1207 9

Nine items were listed as recommendations. The number 1 recommendation of

teachers is that School Head should allocate budget from the MOOE for the production,

delivery and retrieval of modules with the frequency of 591 and rank 1, next is the

statement Department of Education should improve Internet connectivity so that teachers

can access and downloads modules and other learning materials, ranked 2.

The least of the recommendations is the statement Master Teacher should review

the content of the modules before reproduction with a frequency of 1207 with the rank of

9.

Parents’ Recommendations

The result of the parents’ rating on recommendation is shown in Table 17.

Table 17
Recommendations to Improve Instruction Using Modules
Recommendations Frequency Rank
Topics should be supported with enough examples. 104 1.5
Teachers should review the content of the module and incorporate more examples. 104 1.5
Instructions in every exercise or activity must be clear and easy to understand. 103 3.5
All parents should give time to teach their child/children diligently and patiently. 103 3.5
Teachers must make sure that all lessons or activities are appropriate to the needs of the 99 5.5
learners.
Teachers should give time to assist parents on how to do difficult task. 99 5.5
Printed pictures, graphs and other illustrations should be attractive and colorful to catch 98 7.5
the attention of the learners.
Resources of the different activities should be locally available. 98 7.5
Master Teachers should evaluate the modules if appropriate to the grade level of 96 9.0
 7

learners.
Reduce activities in every week 95 10.0
All parents should strive to cultivate pupils’ independent learning 94 11.5
Teachers should provide learning materials to be used by parents in mentoring the 94 11.5
learning activities of their child/children
Teachers should integrate values education on the learning task that will develop 92 13.0
learners
to become locally responsive and globally competitive
There should be orientation for parents on how to conduct mentoring of their child/ 91 14.5
children.
Learning activities should be interactive, flexible and responsive to 91 14.5
individual needs.
Result of the formative and performance task should be returned immediately. 84 16.0
There were 16 items listed as recommendations, the top recommendations of

parents are: Topics should be supported with enough examples and Teachers should

review the content of the module and incorporate more examples with the ranks of 1.5,

next are the statements Instructions in every exercise or activity must be clear and easy to

understand and All parents should give time to teach their child/children diligently and

patiently with the ranks of 3.5. The least of recommendations is the last statement which

states that Result of the formative and performance task should be returned immediately

with a frequency of 84 and number 16 in rank.

 8

Chapter 4

Discussions

This chapter includes the discussions of the statistical treatment of the data,

literature and studies support, summary of findings, conclusions and recommendations

based on the research problems pursued.

Profile of the Respondents

Based on the results, most of the teachers’ ages ranged from 32 to 41 years. This

revealed that the teachers are physically fit and energetic in their teaching career. This

implies that teachers are active and enthusiastic to face the challenges in the

implementation of the modular learning. The findings support the study of Alufohai and

Ibhafidon (as cited in Abas et.al., 2018) that teachers in their thirties and forties are more

vibrant and energetic in doing their responsibilities than younger and season teachers. In

terms of sex, majority of the teachers are female. This means that a greater number of

female teachers teaching in elementary schools of Aleosan compared to male teachers.

 9

This implies that teaching profession is female dominated in the Municipality of Aleosan.

This finding supports the study of Bongco and Abenes (2019) that most of the teachers in

elementary and secondary level are female. Furthermore, the statement of TALIS (2013)

revealed that the majority of the teaching personnel for most countries at all levels of

education were represented by women. Added to this, Regalado (2017) stated that

teaching is a woman-dominated profession in the Philippines, based on census results.

Female school instructors outnumber male teachers in both public elementary and

secondary schools.

For educational attainment, most of the teachers have MA units and a few have

doctoral units. It shows that many teachers are pursuing further education. This implies

that teachers want to be more knowledgeable and effective in their teaching profession.

They earning their masters’ and doctoral units to help them improve their career and

become professionally competent. This conforms to the statement of Shulginger (2017)

who said that teachers having a master’s degree can help them to be a valuable employee,

succeed in the career and gain specialized knowledge to advance in the field. It also

shows dedicated teacher to enhance their expertise and credibility and help them become

more competitive in their field. With regards to teaching position, Teacher I reflected the

highest frequency of respondents, while Master Teacher got the lowest frequency. It

means that majority of the teachers in Aleosan elementary school are not yet promoted or

reclassified to the next rank. This implies that most of the teachers did not complete the

requirements to be promoted for the higher position.

 10

Lastly, majority of the teachers teaching in elementary schools of Aleosan are

Ilonggo which means that most of the respondents who are also residents of the

Municipality are Ilonggo. This implies that Aleosan Municipality is an Ilonggo

community.

For parents, majority of them are ages from 32-39 and have child/children

enrolled from Grade 1 to Grade 6. This means that parents are capable to mentor and

assist their child/children in the learning activities given in the modules which implies

that parents are very much capable to assist their child/ children in their learning

activities. In terms of sex, most of the parent respondents are female. This implies that

most of the mothers are the ones in charge of helping their child/ children in the learning

tasks given in the modules than the father. From the FGD, the respondents said that

majority of the mother’s assist and monitor their child/children in answering the modules

rather than the father.

For the educational attainment of the parents, majority of them are High School

graduate which means that parents can assist/facilitate and provide better learning

environment to their child/children at home. This gives an implication that most of the

parents of elementary pupil attended school and capable to facilitate their Grade 1 to

Grade 6 child/children in the modular learning. It affirms the study of Kean et al. (2021)

that parents' educational attainment creates a foundation that indirectly supports children's

academic success through parents' ideas about their children's aspirations, as well as the

cognitive stimulation that parents provide in and outside of the home setting. For the
 11

number of children going to school, majority of the parents have only one child enrolled

for the school year 2020-2021 in the elementary level. This means that most of the

respondents have only one child to mentor and assist in the learning activities given in the

modules.

The data also show that most of the parents are housewives which means that

most of the parents are just at home doing household chores, therefore they are in charge

in teaching and guiding their child/ children in answering the task or activities in the

modules. This implies that the mothers have more time to facilitate their child/children in

accomplishing the task in modular learning.

Experiences of Teachers on the Use of Modules in terms of Production, Content,

Assessment of Learners and Distribution and Retrieval
Production

The data revealed that teachers strongly agree that the production of learning

materials is done weekly. This denotes that teachers do their responsibility of delivering

instructional materials to the pupils regularly so the latter have materials to use in the

modular learning. This implies that teachers are doing their tasks regularly and

religiously. This affirmed the statement of Eios (as cited by Codamon, 2020) that for

printed modular learning, teachers prepare learning materials weekly, along with study

guides and other resources for modular distance learning, and these materials are

accompanied by quality assured instructional packets, in which parents/guardians or para

teachers meet with the teacher and receive instructions and learning materials to be

completed by the learner for the week. Furthermore, the study of Gueta and Janer (2021)
 12

mentioned that teachers do not have enough time in printing SLMs and modules because

they are scheduled every week to print. From the Focus Group Discussion, participants

revealed that they have to print modules weekly since they have skeletal schedule in

reporting to school and some of the teachers brought printer in their houses to print at

night.

The second highest item in the production of learning materials is I utilize MOOE

of the school for production which teachers agree. This indicates that respondents are

agreeable that they are given budget allocation for the production of modules. This

implies that teachers are well supported by their administrators in terms of production.

This opposed the findings of Arroyo (2020) who mentioned that the MOOE’s allocation

for materials in the production of modules was limited were teachers use their own

money to purchase learning materials for the production of modules.

Added to this, a teacher in the Focus Group Discussion (FGD) said that at first

MOOE was not enough to purchase learning materials. They resorted to soliciting

materials from the alumni, local officials, close friends and stakeholders, and they also

spent their own money to buy ink; however; later on, they were refunded from the

MOOE budget.

The third highest item in production is I maximized my personal printer to

jumpstart the production which teachers agree. Data indicate that some of the teachers

used their own printer to print modules and learning activities of the students. This gives

an implication that they are willing to use their personal printer just to produce learning
 13

materials on modular distance. It conformed to the study of Agayon (as cited by

Malipot,2020) that some of the teachers used their personal printer just to start up the

reproduction of modules to meet the deadline for the distribution of modules. However,

focus group participants showed that few of them used their personal printer though the

school provide printer to be used for printing modules and learning activities in their

skeletal schedule for modules reproduction.

Conversely, in the production of learning materials, the item I was forced to raise

funds in a short period of time which teachers neither agree nor disagree got the lowest

mean. This shows that teachers are neutral in their attitude in raising funds for the

materials needed in the production of modules which implies that they were not required

to raise money for the learning materials in a short period of time. Such finding is

contradictory to the study of Emergency Response Integration Center (2020) that the

schools were forced to find ways to raise funds in so short a time, and the school resorted

to asking private assistance. Furthermore, Malipot (2020) pointed out that teachers

resorted to soliciting private donations and maximizing their personal printers just to start

up the reproduction of modules to meet the deadline for the distribution of modules. In

the Focus Group Discussion (FGD), participants support the finding that they solicited

learning materials from their close friends, alumni and barangay council and explained to

them that the solicited materials would be used for reproduction of modules and it was

emphasized that the purpose is for students’ welfare but they did not force them if they

would not contribute anything.

 14

The second lowest item in production of learning materials is having no access to

photocopier and printer. It indicates that majority of the teachers have an access to

printer used for printing modules. This gives an implication that printer is available and

they do not have problem in the production of the modules. This finding negates the

study of Hepline PH (2020) that not all teachers have their own printer, and that others

rely on the school printer. From the FGD, majority of the participants agreed that they

have access on photocopier and printer because the school provide them to use for

printing the learning materials for modular distance learning.

Content

The data on the content of modules, I was able to see that modules allow learners

to use other resources such as learner’s materials, textbooks, journals, activity sheets,

and study guides got the highest mean. This means that pupils have used different

resources in completing their learning task/activities which implies that other related

materials/resources or gadgets used by the learners helped them to answer difficult

activities/task and lessen their burden to do the activities. The finding is similar to the

statement of Malaya (2020) that modular learning features modified instruction that

permit students to use self-learning modules (SLMs) in print or digital format/electronic

copy, whichever is suitable to the student, and they can also use other resources. During

the FGD, the participants revealed that they allow their pupils to use books, activity
 15

sheets, cell phones and reading materials. Added to this, one of the participants said that

she would make learning materials and models for her students’ guide.

The second highest item was Learning activities are used to monitor the

performance of the learners indicating that the students were graded through learning

activities and assessment given by the teachers. It implies that the students’ progress is

monitored through performance task and other formative assessment. This affirmed the

statement of UNICEF (2020) that teachers go through a process called formative

assessment and performance task. It is also important for motivating students by

providing feedback on their learning progress. Learning activities are used to assess

learner’s performance. The FGD participants agreed that the result of students learning

task, summative test and assessment used to monitor students’ progress and basis for their

performance.

The third highest item was modules are prepared with sections on motivation and

assessment that serve as a complete guide for student’s desired competencies which

indicates that the teachers prepare learning activities and assessment sections as the basis

of the students to answer the activities. This gives an implication that the teacher must

indicate objectives in every learning activity and assessment for the guidance of the

students to accomplish the task. Results support the study of Anchita (2020) that the

teachers should include motivation and assessment in the modules that served as a guide

of learners to meet the given objectives. Added to this, teacher create calendars or

planners to help monitor the students’ task completion or having students grow
 16

comfortable with a routine to check on their classes (Cooper-Kahn and Foster as cited by

Beulah, 2020).

The findings were confirmed by the participants during the focus group

discussion. They shared that in every module distributed to the students, there are

schedule of activities, section and assessment attached to it for the guidance of the

students in answering the modules.

Whereas, the item I was able to see that glossary of terms are provided so that

learners can unlock difficult terms got the lowest mean which showed that teachers do

not provide supplementary words or dictionary to answer the modules. Finding implies

that the content of the modules is simplified to facilitate common understanding by the

students for them to comprehend difficult activities in the modules. Such finding is

consonant to the of statement The Center for Development Programs in Cordillera or

CDPC (2020) which mentioned that during the first week of classes, a teachers’ focus on

instruction was to simplify the lessons by using common terms in the modules for the

students to comprehend. From the FGD, a participant said that some of the modules did

not have glossary, what she did was to make the activity simple for the pupils to

understand the lesson easily.

The next lowest mean is item modules with identified errors are being corrected

which indicates that some of the modules have grammatical errors, wrong equations and

misspelled words that lead to the learners’ confusion hence are being modified. This

implies that modules are revised and corrected by the conformance reviewers. Findings
 17

are in consonance with the statement of Gonzales (2020) that the department launched an

effort to address the errors in the modules, including the Error Watch platform and

engaging with third-party experts and volunteers from academia as SLM “conformance

reviewers” to receive and collate reports of errors found in the modules and forwarded to

appropriate offices for validation and correction.

FGD participants mentioned that some of the parents and students called and

texted them for clarification of the content of the modules if it is not clear; they explained

to the parent or the student the correct one. One of the participants also said that she

edited the soft copy of the learning materials which have grammatical errors and

incorrect equations before printing.

Assessment for Learners

For the experiences of teachers on the use of modules in terms of assessment for

learners, the item Pupils’ learning progress can be assessed through summative exercises

and performance tasks yielded the highest mean that indicates that teachers evaluated

pupils’ improvement through summative test and performance task with the given

rubrics. This gives an implication that activities were used to assess pupils in measuring

their level of mastery. This finding supports the statement of Magsambol (2020) who

found out that the evaluation on students' learning development would be through

summative exercises and performance tasks but there are no periodical examinations for
 18

the school year to avoid distance cheating. It was also supported by the teachers in the

FGD that only summative test and activity sheets given to the students are recorded and

evaluated.

Next highest item was Assessment and feedback are shared responsibility among

teachers, learners and families. It indicates that teachers and parents provide support to

the learners so that they can accomplish task in answering their modules and become

independent learner and problem solver. This implies that parents and teachers joined

forces and work together to motivate and give support to the learner for positive result.

The outcome reinforces the statement of R.M. no.393, s 2020 that teachers, parents,

members of the family and other stakeholders in the community that were competent as

learning facilitator provide or support learners in the absence of classroom teachers. In

addition, parents and teachers shared responsibility to help the students learn and meet

educational goals. Parents commit to prioritizing their child’s educational goal and

teachers commit to listening and providing a space for collaboration with parents (Olivo,

2021).

This statement was confirmed by the participants during the FGD that parents,

students and learners work hand in hand for the successful implementation of modular

learning, that there is cooperation among the teachers, learners, parents and other

stakeholders. The teachers give assessment and feedbacks to the students, and the parents

assist or facilitate their child in answering modules.

 19

Lastly, learners who need intervention on a particular lesson are attended

through calls, text and home visitation. This shows that students or parents were

accommodated by teachers via text, phone calls, messenger and home visit specially if

they have clarification on a certain lesson or activity. This implies that the teachers find

means and strategies to address learners’ needs in a particular lesson or activities. Result

conforms to the statement of Sagarino (2020) that elementary school teachers gave their

cellphone number to the parents so that they could reach them out for any clarifications

and inquiries. Also, the teachers created group chat to cater to the parents’ queries and

concerns. The parents contact the subject teacher if they do not understand the learning

activities given. Furthermore, finding is in consonance with the study of Gueta and Janer

(2021) who stated that teachers give assistance to the learners via telephone, text message

or instant messaging, messenger, email and home visit those who need remediation and

assistance. It supported the statement of the participants in focus group discussion that

they created a group chat; gave their cellphone numbers to the parents and students’

convenience so that when they need assistance or clarification on the content of modules,

they can be easily reached.

Learners who are not capable of learning independently are assisted personally

got the lowest mean which indicates that few teachers affirm that they personally assist

students due to the general health and safety protocols’ prohibition on face-to-face

interaction. Their parents were obliged to assist their child in completing the learning

task; however, if they have questions, the teacher allowed time to answer them. This
 20

gives an implication that learners are challenged to do the task and learning activities

independently. Finding corroborates to the statement of Combo, Esguerra & Reyes

(2022) that some of the learners learned on their own progress and do the learning

task in the module. The teacher monitors the progress of the learners, and pupils may

ask assistance from them.

Focus group discussion participants unanimously agreed that they give assistance

to their students specially to those who have low grade or scores in the subject through

home visit. One of the participants said that they have an Individual Monitoring Plan for

slow learners and make an intervention that are appropriate to them.

Distribution and Retrieval

For the data on distribution and retrieval, set schedule for the distribution and

retrieval of modules got the highest mean which indicates that exact day and time were

strictly emphasized during the distribution and retrieval of modules. It implies that there

is a timetable for the distribution and retrieval of modules. The result affirms the idea of

Meniano (2020) that the distribution of SLMs and work plans are given to learners

weekly as this indicates the timetable of lessons and activities the learners would have to

do every week.

It was supported by the participants during the FGD who shared that they have

schedule for the distribution of modules but, in retrieval, they gave enough time for the

parents to help their students in answering the activities given in the modules.
 21

The item I climbed mountains just to reach the far-flung communities got the

lowest mean which shows that most of the teachers are assigned in different sitios or

purok in lowland area and ask assistance from the barangay council for the distribution

and retrieval of modules in the far-flung area. This gives an implication that teachers did

not experience difficulty in the distribution and retrieval of modules in far-flung areas.

Finding contradicts to the result of the study of Nelz (2020) who found out that

there were teachers facing hardships distributing modules to their students living in

remote areas. They have to distribute the modules personally to help the learners with

their lessons; they even climbed mountains just to reach the poor communities. From the

FGD, the participants said that they asked help from the barangay council for the

distribution of modules specially in the far-flung areas.

Summary of Experiences of Teachers on the Use of Modules in terms of

Production, Content, Assessment for Learners and Distribution and Retrieval

In general, the overall mean and standard deviation of experiences of teachers on

the use of modules in terms of the production, content, assessment for learners and

distribution and retrieval is described as agree. This indicates that teachers showed

preparedness to face challenges on the modular learning which implies that a teacher

carries a lot of responsibilities in the modular teaching-learning process.

Experiences of Parents on the Use of Modules in terms of

Content and Assessment for Learners

Content
 22

In terms of content, the learning activities challenge me to assist my

child/children to the best of my ability and the contents of the modules are answered by

my child/children even if they find it difficult constitute the highest mean rating. This

shows that parents are motivated to assist their children though they find it hard to mentor

them. This implies that parents are eager to help and guide their child/children in doing

the learning activities given in the modules because it is their responsibility.

This finding affirms the result of the study of Gueta and Janer (2021) that the

parents give the best of their abilities to keep their child/children involved in meaningful

activities in modular learning approach. Similarly, the finding conforms with the findings

of the study of Manansala (2020) who learned that the parents tried their best to support

their child/children in answering the task in the modules. With the presence of the

parents, child/children are able to do the task. During the focus group discussion, one of

the participants said that it was a challenge for them to guide/ mentor their children. They

multi-task to give time to mentor their child/ children in answering the module. Their

child/children answer the module if the learning task was easy but if it is difficult, the

child/children ask assistance from them.

Lastly, the item I always explain the content of the module to my child/children

before answering the task indicates that parents expound the learning activities in the

module to their child/children for better understanding. This implies that some of the

learning activities in the modules are difficult to understand by the students that need the

guidance or assistance from the parents or more knowledgeable others (MKO). This
 23

conforms to the study of Azubuike et al. (2020) that parents help their children by

teaching them how to use textbooks, explain the content of the module with unclear

instructions, reading with them, and encouraging them to watch instructional videos.

The finding supports the theory by Lev Vygotsky’s (1978) on More

Knowledgeable Others (MKO) which states that the important learning by the child

happens through interacting socially with a competent instructor. The student searches for

understanding through the instructions or actions given by the parent or teacher and then

internalizes the information. The internalizing of these instructions or actions directs the

child’s accomplishment and leads to advanced thinking skills. Since parents and teachers

give clear direction or instruction, correct information and guide students in answering

the given task or activities in the modules.

The participants during the focus group discussion expressed that if the content of

the module is not clear and cannot be understood by their child/ children, they read and

explain the topic before answering the module.

The modular topics can be easily understood by the learners got the lowest mean

which indicates that parents found the items in the module very confusing. This implies

that not all the learning activities given in the modules are easy to understand. Results

support the statement of Tok (2016) who stated that learners cannot understand some of

the terms used in the subject and have lengthy readings. The questions are difficult and

there are not enough examples provided. Students have difficulty in understanding the

lessons. Correspondingly, the present result conforms with the findings of the study of
 24

Insorio and Macandog (2022) who found out that the students struggled in one subject in

the self-learning module in which the concepts of the subject are hard to understand and

not explained well in the SLMs. From the interview, parents said that it depends on the

learning activities in the modules. Some of the tasks given were answerable by their

child/ children and some were difficult to analyze and understand that need the assistance

of the parents. However, if the parents do not have the capability to teach their child/

children, they find individual or tutor to teach and explain the content of the modules to

their children.

Assessment for Learners

From the experiences of parents on the use of modules in terms of assessment for

learners, the item Some learning activities are quite confusing that need our assistance as

parents has a description of agree. This means that parents found that learning activities

cannot be easily understood which gives an implication that parents agreed that there is

some learning task/activities in the modules with unclear instructions that made the

learners confused and needed their support. Results support the findings of the study of

Dangle and Sumaoang (2020) who found out that most of the learners are having

difficulty in this new learning modality. Learners had a hard time, and some of the given

problems are difficult to answer and no detailed explanation is provided. Furthermore,

most of the pupils cannot answer all their modules independently; that is why they need

the assistance of family members, relatives and friends.

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It was also revealed from the focus group discussion of the respondents that

parents assist their child/children in answering the modules that are difficult to

understand. Sometimes they leave the module blank and some of them called the teacher

for clarifications.

The item Assessment and grading have positive impact to pupils means that

giving grades to the pupils have a good result for the students which implies that the

result of the assessment motivated them to study their lesson more. This conforms to the

result of study of Krawczyk (2017) who disclosed that the learners are more motivated to

learn and be more involved with the learning activities and performance task in the

modules. Students get narrative feedback from the teachers and are encouraged to self-

assess their progress.

From the Focus group discussion, the participants said that their child/ children

answer their modules when they saw that their cards had low grades while children were

motivated to do their best if they have good grades.

However, the lowest mean is The modules have unclear directions that create

confusions among the learners indicating that the instruction in the modules are indistinct

which the students cannot understand. This implies that some instructions in the modules

are difficult to understand. It supports the result of the study of Salma and Rodrigues (as

cited by Dangle et al., 2020) that some modules did not have clear instructions and

explanations so pupils have difficulty in answering them. The color, print and pictures in

the modules were not clear and the provided answer lines were too short. The modules
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had a lot of exercises, and the students lack motivation and focus. These were supported

during the FGD by the parents that only minimal directions are given and not clear which

led to confusion. Hence, the parents communicated to the teacher through text to ask

clarification on the given tasks.

Summary of Experiences of Parents on the

Use of Modules in terms of Content and Assessment for Learners

The experiences of parents on the use of modules are the content and assessment

of learners. Content yielded the highest mean which indicates that the parents agreed that

most of their child/children answer the learning activities. It implies that the parents are

challenged to facilitate their child/children in their learning task to the best of their ability

and can handle the situation on the modular learning approach. In contrast, the

experiences that garnered the lowest mean is the assessment for learners. It means that

not all parents have difficulty to assist their child/ children in their learning task. This

gives an implication that some of the parents need the assistance of the adviser to

facilitate their children.

Feedbacks of Teachers on the Use of modules in Terms of Production, Content,

Assessment for Learners and Distribution and Retrieval

Production

It is shown that in terms of the feedbacks of teachers on the use of modules in

terms of production, the MOOE funds are much needed for reproduction purposes got the

highest mean indicating that MOOE funds or financial support from the government is

necessary for the production of modules and other learning materials in the
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implementation of modular learning. It implies that school administrators should provide

or allocate budget from the MOOE to help the teachers in the production of modules and

acquisition of other materials. This finding supports the policy stipulated in the Deped

Order No. 18, s.2020 on Policy Guidelines for the Provision of Learning Resources in the

Implementation of the Basic Education Learning Continuity Plan that schools may use

their regular MOOE allocations for the printing and delivery of alternative module. From

the focus group discussion, one of the participants said that MOOE funds are needed to

support for the production of materials in modular distance learning.

The second highest item was poor internet connection was added burden to teachers

which means that some of the teachers struggle on downloading modules from the Deped

Learning Portal due to poor internet connection and this gives an implication that teacher

used personal money to load their cellphones or go to internet cafe for faster internet

connection just to download the learning materials. This affirms the result of the study of

Alvarez (2021) that public school teachers worry towards modular distance learning was

poor internet connection which interrupts communication between parents, learners and

teachers. Furthermore, the present findings corroborate with the statement of Perez

(2020) who stated that in many regions, teachers said that in distance learning, they face

major problems with internet connectivity and internet speed. The majority of them paid

for internet access with their own money. In the Philippines, a more solid connection was

not commonly available, particularly in rural areas where wired connections were

unavailable. As a result, the professors chose data connectivity or a mobile network. They
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were forced to use personal funds to support remote teaching and learning technologies

and resources.

During the focus group discussion, one of the participants said that she has

difficulty on downloading soft copy of learning materials from Deped Learning Portal

due to slow internet connection. They have to find place where the internet was avaible

specially in the far-flung barangay.

The third highest mean is the item Teachers suffer from sleepless nights in the

production of modules which indicates that teachers sleep late at night to print modules

for their learners which is an added workload on their part specially to those teachers do

not know how to use printer and print modules with page order. This implies that teachers

who do their duties and responsibilities despite the struggles they encountered specially

in the production of modules. The result supports the statement of Malipot (2020) that

teachers commented that they came to school late at night to ensure printing modules on

time, while others reported using one grade level per day strategy to print, collate, and

organize learning materials on their designated weekday. Moreover, a netizen hailed a

teacher on social media for persevering late at night to produce modules for her students

(Casilao, 2020).

During the FGD, the participants verbally expressed that because of the limited

printer and skeletal schedule, the teachers brought the printer at home and printed the

modules late at night.

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However, teachers have to use their meager income for reproduction got the

lowest mean rating which means that there is allotted budget from the MOOE fund for

the materials needed for reproduction of modules and other learning materials. This

implies that the budget allocated in modular learning is enough for the preparation and

production of learning materials and distribution and retrieval. Findings oppose the

statement from The Manila Times (2020) that the expense of reproducing of the printed

modules has exhausted the schools’ funds that was why teachers were forced to dip into

their own pockets to provide the materials for their students. Although, it was mentioned

by the respondents during the FGD that they did not use their own money to produce

materials for reproduction, but they solicited from private individuals, local government

unit and stakeholders instead.

Generally, teachers agreed that the production of modules in schools was not a

problem because there was an allocated fund from the MOOE for printing and materials

needed for reproduction. This gives an implication that administrators are ready to

support the needs of their respective teachers.

Content

In terms of the content, the highest mean rating is the item there are great number

of activities per week which indicates that teachers found out that there are too many

learning tasks to be done by the students. It signifies that the learners are bombarded with

many activities to answer their modules per week. Results contradicts to the statement of

Adonis (2020) that the Department of Education (Deped) has appealed to teachers to
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make some learning module activities and exercises voluntary to prevent students from

experiencing burnout due to the number of subject requirements they must do after just one

week. Nevertheless, in the FGD, the participants said that they did not give more

additional activities for the students to answer because there are a lot of learning activities

already given in the modules. They only give summative test at the end of each quarter to

measure the learning of the students from the modules.

The second highest item was the content is properly sequenced based on Deped

Most Essential Learning Competencies (MELCs) which indicates that the coverage of the

module is in accordance with the most essential learning competencies (MELCs). This

infers that the instruction and most essential learning competencies are appropriate to the

learner’s capability to master the content of the modules. It affirms the statement of

Anchita (2020) who mentioned that modular learning is a form of distance learning that

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

(MELCS) provided by Deped. The participants in FGD agreed that the content of the

module was associated to the most essential learning competencies (MELCs).

The item there are not enough examples provided in every activity got the lowest

mean rating indicating that the teachers found out that the module have enough examples

in every activity. This gives an implication that the modules have lot of examples in each

activity that make the learners understand and answer the learning activities

independently. The result was contradictory to the statement of Estrada (2020) that the

examples are limited and the modules were not perfect. They differ from school to school
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and the content of the self-learning modules depend in the teachers who made it. Some

students have no problem on understanding their lessons because of a well- explained

module but others have difficulty to understand the activities. In contrast to the statement

of the participants during the FGD, they showed that there were enough examples

provided in every activity in the module were difficult to understand.

The overall mean rating of the feedbacks of teachers on the use of modules in

terms of content is agreed which indicates that they are amenable to all the items.

Assessment for Learners

In terms of assessment, results revealed that the overall mean rating of assessment

for learners on feedbacks of teachers on the use of modules is also agree. The item

Students’ learning progress is assessed through summative exercises and performance

got the highest mean which shows that teachers assessed the performance of the learners

if they have mastered the learning competencies expected on them at the end of every

quarter. This gives an implication that teacher evaluation was conducted to assure that the

learners mastered the learning competencies.

This finding supports the statement of Magsambol (2020) who mentioned that the

assessment on students' learning progress would be evaluated through summative

exercises and performance tasks. DepEd officials emphasized that schools will not give

periodical examinations for this school year to avoid distance cheating. While DepEd

acknowledges the importance of periodical tests in assessing students' understanding of

the lessons, the Education Undersecretary said that the pandemic compelled them to be
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more creative and flexible in implementing summative assessment schemes without

sacrificing the assessment’s credibility.

The item learners accomplished all the learning activities themselves got the

lowest mean indicating that learners are doing or answering their modules with the

parents or more knowledgeable others; parents assisted their children do the learning

activities given. This gives an implication that assistance of the parents is needed for the

children to finish the activities in the modules. This finding negates the statement of

Fernando (2020) that parents said they cannot wait for their children to do the learning

tasks. Many parents volunteered to answer their children's module because some students

did not complete their modules on time. Their parents took the initiative to complete the

modules for their child/children and they want their child/children to get a good score in

the subject. This finding was supported from the result of the FGD. The participants

confirmed that they give enough time for the students to complete the learning tasks.

Some of the parents asked extension in the submission of the output of their child/

children.

Distribution and Retrieval

For the feedback of teachers on the distribution and retrieval of modules, the item

I am delighted if 100% of parents return the modules on time got the highest mean which

shows that the teachers were happy when the parents do their task as partners in the

modular learning approach and the parents return the modules on the given time or days.

This signifies that returning the modules of their child/children on time help teachers to
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lessen their worries and make them feel joyful. This affirmed the statement of Luczon

(2020) that teachers said they are happy because parents are willing to embrace the

challenges in distance learning specially during the distribution and retrieval of modules.

They do their responsibilities as parents and at the same time an educator of their

child/children in the absence of the teacher. This finding was supported by the

participants during the FGD who shared that they are happy if the parents return the

module on time. However, some parents asked extension for the submission of modules

from the teachers because they did not have so much time to assist their children in

answering the modules. The teachers gave considerations and it was their duty and

responsibility to understand circumstances that arise in the retrieval of modules.

Whereas, the lowest mean was obtained by the item which states that the

Barangay officials helped facilitate in the distribution and retrieval of modules. Though

it gained the lowest mean, results revealed that the local officials rendered their service

during the distribution of modules which implies that schools’ activities were supported

by the local government units. The school tapped or coordinated with the barangay

council for the distribution of modules since they have all access in the community. This

finding conformed to the statement of Ornedo (2020) that the Department of Education

(DepEd) asked the help of local officials in the delivery of printed learning modules to

learners to facilitate distance learning amid the coronavirus pandemic. While modular

distance learning is a choice for pupils with no internet access, he noted that the

distribution of printed learning materials is another concern of DepEd. So, the schools
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asked assistance or help from the local government officials, from the barangay, and also

with the help of parent-teacher associations and teleteachers.

During the FGD, the participants said that from the start of the modular approach,

their school head had asked the assistance or help from the local officials.

Summary of Feedbacks of Teachers on the Use of Modules in terms of Production,

Content, Assessment for learners and Distribution and Retrieval

Among the four areas the feedbacks of teachers on the use of modules on the

production, content, assessment of learners and distribution and retrieval, content got the

highest mean indicating that teachers agreed that the content of the modules are based on

the Most Essential Learning Competencies in which every learning activity have lots of

examples given. This gives an implication that the learning task in the modules are

appropriate and suited to the learning capability of the learners, while production got the

lowest mean which teachers agreed indicating that teachers have different responses on

the production of modules due to the availability of the funds and materials. This implies

that the school administrator should allocate budget from the MOOE for the

implementation of the modular learning to provide enough materials in the production of

SLMs.

Feedbacks of Parents on the Use of Modules in Terms of Content

and Assessment for Learners
Content

The feedbacks of parents on content shows that the item Presence of parents

inspires and motivates learners to work hard in accomplishing learning task and
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Learning activities are complicated that need the guidance and support of the parents or

guardians got the same mean interpreted as agree. This means that the students are

interested to answer and do the learning task given in the module when their parents are

helping them. This gives an implication that learners were motivated and inspired to do

their learning task if they feel the full support of their parents.

This finding is similar to the result of the study of Vourhis, Maier, Epstein and

Lloyd (2013) who disclosed that family involvement was positively linked to children’s

literacy and math skills in preschool, kindergarten, and the early grades. It shows the

increases in children’s social- emotional skills. Children benefited when parents are more

involved and more engaged; children tend to do better academically and socially.

Furthermore, parents played an active role in the learning process in distance learning

approach. They would be the one to facilitate and guide their child/children through the

modular lessons that would be sent to their children while doing remote learning. Parents

also encourage and motivates their children to learn. Good parental support helps child to

be positive, healthy and good life long learner, Lebaste (2020).

In addition, result also corroborates with the findings of Delgado (2017) who

found out that the engagement of parents or family members is the best predictor of a

student's educational performance. Students become more motivated and develop a

passion for learning when they sense their parents' support. Teachers and parents share

responsibility for teaching pupils and work together to attain educational goals when

parents participate in the educational process.

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The finding supports the theory of ZPD on scaffolding by Lev Vygotsky (1976)

which states that the support provided by teachers and others to learners in the zone of