proximal development allows them to learn something new.

From the focus group

discussion, the participants verbally aired out that their child/children are motivated to do

the learning task with their presence because they are there to ask or explain when their

children do not understand the content of the module.

On the other hand, Modules are very difficult to read due to poor production of

modules got the lowest mean which indicates that parents neither agree nor disagree that

some of the printed modules were readable and some are not. This implies that some

modules are clearly printed which parents and pupils can read clearly and some are not. It

is in consonant to the statement of Constantino, Tibayan, Quizon and Simangan (2020)

that some of the items in the modules are unreadable due to poor production while others

are. During the focus group discussion, participant said that the most of the modules were

printed clearly. Only few or there was a portion of the module that was blurred but they

just try to understand the thought of the sentence. But if not, they texted the teacher and

asked for the clarification.

Assessment for Learners

The result revealed in the feedbacks of parents on the use of modules in terms of

assessment for learners that the item Children are bombarded with lots of activities, with

only limited examples, to be accomplished in a week got the highest mean. This denotes

that there were lots of activities given to the learners to accomplish which burned them

out. It implies that students have many activities given in each module in a week with

few examples in the learning task that makes the tasks difficult to answer. This finding
 2

affirmed the result of the study of Olivo (2021) that parents reacted to the time allocation

given in the completion of learning activities was not sufficient since the activities given

in the modules were so many for their children to accomplish.

During the focus group discussion, one of the participants said that there is a

limited example given specially in Math subject which learners and parents have

difficulty in understanding and analyzing the problems.

The second and third highest items are I have limited time to assist my

child/children in answering the learning activities and I do not have the capability to

assist in answering their modules which indicate that parents cannot mentor their children

in answering the modules because they have a lot of work and other responsibilities and

some of the parents struggled in assisting their child in their learning task. This infers that

it is an added burden to their part to teach their child in answering the learning task

specially parents who are less knowledgeable. Findings affirmed the study of Lase et al.

(2021) that even though parents do not have negative perceptions, distance learning has

increased the burden on parents. The lack of parental participation and support in the

learning of their children at home is generally due to lack of time and inability to become

teachers for their child/ children. Added to this, Anzaldo (2021) denoted that some

parents find it difficult to teach their children at home, particularly those who do not

know how to read or write, making it much more difficult to teach their children the

lessons in their subject areas. Not every parent or guardian understands how to teach their

children utilizing modular learning. and they do not have enough time to guide their
 3

child/children due to work and other responsibilities. The participant in focus group

discussion expressed that some of them cannot facilitate their child/children in answering

the modules because they have other obligation to do specially the basic needs of the

family and some of the parent have less knowledge.

The item I cannot help my child/children in their tests/assessments during evening

because we do not have electricity got the lowest mean. Though the item got the lowest

mean some parents still agree that they cannot assist their child/children in the evening if

there is no electricity. This implies that learners cannot perform their learning tasks if

they do not have electricity. It conformed to the statement of Santos (2020) that in some

parts of the country, particularly in an island settlement, there is no electricity in their

houses and are so remote where parents unable to assist their child/children in answering

the module. This finding contradicts the statement from FGD of the parents that most of

them have electricity in their houses and any time of the day, they can facilitate the study

of their child/children. But one of the parents shared that even if there was no electricity,

their child/children answers their test or assessment by using the gas lamp.

Summary of Feedbacks of Parents on the Use of Modules

in terms of Content and Assessment for Learners

Among the two areas on feedbacks of parents on the use of modules, content got

the highest mean which shows that the content is relevant to the grade level of the

learners. This gives an implication that the activities in the modules are simple and

suitable to the learnings of their children. Assessment for learners got the lowest mean
 4

which means that parents always find ways or techniques to address all the needs of

their children in the learning task which gives an implication that parents give their full

support and are determined to help their child.

Differences Between Experiences of Teachers on the Use of Modules when

Grouped According to Selected Demographic Profile

Teachers’ Experiences According to Age

For the difference on the experiences of teachers in terms of production, content,

assessment for learners and distribution and retrieval, results indicate that there is no

significant difference between experiences on the use of modules when grouped

according to age. It means that teachers have the ability to reproduce modules on time for

their students regardless of their age. This gives an implication that teachers have skills

on how to produce their modules, distribution and retrieval of the learning materials.

Thus, the null hypothesis which states that there is no significant difference on teachers’

experiences on the use of modules when grouped according to age is not rejected. It

affirmed the study of Ismael et al. (as cited by Sivasakthi & Cham, 2018) that younger

teacher, mature and adult teacher do not differ in their teaching effectiveness and

willingness to embrace the skills and are prepared to develop the quality of learning and

teaching.

Teachers’ Experiences According Sex

 5

Results on the experiences of teachers in the areas of production, content,

assessment for learners, distribution and retrieval, all their responses as determined by

sex, have the p-value which are greater than level of significance which mean that the

teachers did not differ in their ratings in terms of experiences. This result implies that

both female and male teachers have the same experiences on the use of modules in terms

of production, content, assessment for learners and distribution and retrieval. Thus, the

null hypothesis which states that there is no significant difference on teachers’

experiences on the use of modules when grouped according to sex is not rejected. This

support to the study of Alvarez (2021) who stated that there are no differences on the

experiences and feedback of teachers in terms of gender.

Teachers’ Experiences According to Tribe

The results revealed that there is no significant difference on teachers’

experiences on the use of modules when grouped according the tribe. It means that

Ilonggo, Cebuano, Ilocano and Muslim have the same experiences with regards to the

production, content, assessment for learners and distribution and retrieval which implies

that regardless of the tribe, teachers have the same experiences on the use of modules in

four areas. Thus, the null hypothesis which states that there is no significant difference on

teachers’ experiences on the use of modules when grouped according to tribe is not

rejected. Finding supports the result of the study of Branco and Chipaco (2018) that the

professional culture of teachers consists of the beliefs, values, habits, and assumed ways
 6

of doing things that are shared within a specific group of teachers or in the teaching

community of which they are a part and can be observed in teacher relationships.

Teachers’ Experiences According to Educational attainment

All the variables obtained a p-value that is greater than 0.05. The result tells that

no significant difference was found between the measured variables. This means that

teachers perform similarly in four areas regardless of their educational attainment. Hence,

this finding implies that in this modular learning approach, teachers have the same

understanding and participation on the use of modules in terms of production, content,

assessment for learners and distribution and retrieval. Thus, the null hypothesis which

states that there is no significant difference on teachers’ experiences on the use of

modules when grouped according to educational attainment is not rejected. These

findings support the study of Salvan and Hambre (2020) that earning a master’s degree or

higher education allows teachers to be more flexible and effective in their field, although

this approach is not universally successful.

Teachers’ Experiences According to Teaching Position

The statistical results on the difference between experiences on the use of modular

learning approach when grouped according to position have no significant difference.

This means that Masters Teachers have common experiences with Teacher I, Teacher II

and Teacher III in terms of production of modules, on the content of modules, assessing

the learners and in the distribution and retrieval of module. This implies that regardless of

their position, the respondents perform similarly on the production of modules, content,
 7

assessment for learners and distribution and retrieval. Finding supports the study of

Ravhuhali et al. (2015) that teachers understand the value of professional development in

broadening their pedagogical and content knowledge, teaching skills, and strategies for

improving student learning

Differences Between Experiences of Parents on the Use of Modules when

Grouped According to Selected Demographic Profile

Parents’ Experiences According to Age

Data show that there is no significant difference between the experiences of

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

age. It means that the parents have the same experiences with regards to assessing their

child/ children in this new normal school. This signifies that regardless of their age, the

respondents have the same responses on the use of modules in the content and assessment

of their child/ children. Thus, the null hypothesis which states that there is no significant

difference on teachers’ experiences on the use of modules when grouped according to age

is not rejected. Finding supports the study of Nyanamba et al (2021) who stated that

parents are motivated to support and supervised their child/ children in their remote

learning and create an environment that are conducive for child’s learning.

Parents’ Experiences According to Sex

For the difference on the experiences of parents on the use of modules in terms of

content and assessment for learners. All their responses as determined by sex, have the p-

value which are greater than .05 level of significance which mean that the parents did not
 8

differ in their ratings in terms of experiences. This result gives an implication that both

female and male parents considered all the areas of experiences on the use of modules to

be necessary in handling modular learning problems like understanding the content of

modules and assessing their child/children in answering the activities/ task in the

modules. Moreover, results of the study is in consonance with the findings of the study

Bubic and Tosic (2016) who revealed that parental attitudes towards their children’s

education is an important predictor of modelling behaviors, where their gender predicted

reinforcement behaviors in which the participation of the parent in their child’s education

was relevant contributor to their children’s academic achievement.

Parents’ Experiences According to Occupation

The statistical results revealed that all areas on the use of module have no

significant difference, thus, the null hypothesis which states that there is no significant

difference between the experiences of teachers when grouped according to occupation is

not rejected. It means that parents have common experiences in terms of the content and

assessment for learners. They were challenged to assist their child/ children to the best of

their ability. This finding supports the statement of Luczon (2020) who said that parents

are prepared in assisting and facilitating their child/children in the activities in the new

learning modality in spite of their busy schedule at home.

Parents’ Experiences According to Educational Attainment

The data revealed that in both areas on the experiences of parents on the use of

module was not significant. Thus, the null hypothesis which states that there is no
 9

significant difference between the parents’ experiences when grouped according to

educational attainment is not rejected. Regardless of the educational attainment of the

parents, they both experienced difficulty on the modular learning approach and was

challenged to face it for the education of their child/children. This finding is consonant to

the result of the study of Kean et al. (2021) who revealed that parents educational

background provides a foundation that supports children’s’ academic achievement and

development outcomes.

Differences Between Feedbacks of Teachers and Parents on the Use of Modules

when Grouped According to Selected Demographic Profile

Teachers’ Feedbacks According to Age

The results revealed that there is no significant difference between teachers’

feedbacks on the use of modules in terms of production, content and distribution and

retrieval. It means that most of the teachers have the same reaction or comments with

regards to the printing of modules, the content and the distribution and retrieval of the

learning materials. However, in the assessment for learners, difference among

respondents was noted. Results imply that some of the teachers cannot assess the

learners personally due to the limited face to face protocols.

Teachers’ Feedbacks According to Sex

For the difference on the teachers’ feedbacks on the use of modules in all areas

have no significant difference regardless of sex. All areas have the p-values which are

greater than the level of significance which mean that the teachers do not differ in their
 10

ratings in terms of feedbacks. This result implies that both female and male teachers

considered all the areas vital for the implementation of modular learning approach.

Teachers’ Feedbacks According to Tribe

The result revealed that there is no significant difference between teachers’

feedbacks on the use of modules when grouped according to tribe. This shows that

regardless of their tribe all teachers have the same feedbacks. It implies that teachers

diligently fulfill their duties and responsibilities in order to keep the modular distance

learning system running.

Teachers’ Feedbacks According to Educational attainment

The result tells that no significant difference was found between the feedbacks of

the teachers on the use of modules in terms of production. It means that regardless of

educational attainment of teachers they have similar experiences on the use of modular

approach. Hence, this finding implies that teachers have the ability to facilitate the new

learning approach and can face problems. Teachers also can continue their education for

their professional growth to develop their professional ability and improve their

understanding of educational ethics and methods.

Teachers’ Feedback According to Teaching Position

Results on feedbacks rating of teachers on the use of modules in terms of

production, content, assessment for learners and distribution and retrieval indicates that

no significant difference when respondents were grouped according to position. Results

imply that regardless of the teaching position of teachers they experience similar
 11

problems in all areas in using modules and produce effective instructional materials that

help students in the use modular learning approach.

Differences Between Feedbacks of Parents on the Use of Modules when

Grouped According to Selected Demographic Profile

Parents’ Feedbacks According to Age

From the results, there is no significant difference between parents’ feedbacks on

the content and assessment when grouped according to age. Thus, the null hypothesis

which states that there is no significant difference between parents’ feedbacks according

to age on the use of modules in terms of content and assessment for learners is not

rejected. Results imply that parents have the same experiences in the use of modular

learning approach.

Parents’ Feedbacks According to Sex

The results revealed that there is no significant difference on parents’ feedback on

the use of modules in terms of content when grouped according to sex. Therefore, the

null hypothesis which states that there is no significant difference between the feedbacks

of parents when grouped according to sex is not rejected. It implies that both male and

female parents have similar feedbacks with regards to modular learning approach.

However, in the area of assessment for learners, difference among respondents was

noted. Hence, the null hypothesis which states that there is a significant difference

between the feedbacks of parents when grouped according to sex is rejected. The result
 12

implies that most of the mothers’ assist and guide their child/children in facilitating the

delivery of instruction than the fathers.

Parents’ Feedbacks According to Occupation

For the difference on parents’ feedbacks on the use of modules in terms of the

content was noted not significant. Therefore, the null hypothesis which states that there is

no significant difference between the feedbacks of parents when grouped according to

occupation is not rejected. Result implies that regardless of occupation parents have

experienced common problems with regards to the implementation of the modular

learning. While assessment for learners, the p- value is lesser than the level of

significance. Thus, the null hypothesis which states that there is significant difference

between feedbacks of parents on assessment for learners when grouped according to

occupation is rejected. It means that in terms of assessment, parents have different

feedbacks in facilitating or assessing the child/ children. This gives an implication that

the parent’s occupation is a contributing factor in facilitating learnings of their child/

children since they can support instructional needs of their children if they have good

income. The participants confirm the statement during the focus group discussion. One of

them said that she cannot assist her child because she was self- employed, she has a sari-

sari store. Only the time she assisted her child when she closed her store while for farmer,

their child/children were assisted during the evening.

 13

Parents’ Feedbacks According to Educational Attainment

All the p-values obtained are greater than .05 level of significance where the

decisions are not significant in the difference between parent’s feedback on the use of

modules. Therefore, the null hypothesis which states that there is no significant difference

between the feedback of parents when grouped according to educational attainment is not

rejected. This means that regardless of the parents’ educational attainment, they have

common response to the modular learning approach. They were ready to accept the

challenges that come along the way on the use of modules. However, the respondent said

in the FGD that there is a difference when it comes to the content of modules. An

elementary level parent has less knowledge than that with the highest degree. They can

easily understand the learning task given to their child/children unlike with the

elementary grade level, they resorted to asking assistance or help from their relatives or

member of the family who are more knowledgeable.

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 Correlation, the result indicated that there are a positive and

high relationships between the experiences and feedbacks of teachers on the use of

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

retrieval. Therefore, the null hypothesis which states that there is no significant

relationship between the experiences and feedbacks of teachers on the use of modules is

rejected. This means that the positive experiences of teachers on modular learning give
 14

positive feedback on the use of modules. It implies that the experiences of teachers on

modular learning can affect their feedbacks.

Relationship between Parents’ Experiences and Feedbacks on the Use of

Modules in terms of Content and Assessment for Learners

The results discussed the relationship between the experiences and feedbacks of

parents on the use of modules. The outcomes revealed that a significant relationship was

noted between the experiences and feedbacks of parents in terms of content and

assessment for learners, therefore the null hypothesis is rejected. This means that positive

or negative experiences of parents give a positive or negative feedback on the use of

modules. The findings imply that parents’ reactions, responses and readiness to embrace

the challenges on modular learning is the outcome of their positive involvements.

Recommendations of Teachers to Improve Instruction Using Modules

As rated by the respondents the most prioritized recommendation states that

School Head should allocate budget from the MOOE for the production, delivery and

retrieval of modules. It means that there must be a budget for the reproduction of

modules, distribution and retrieval allotted from the schools’ MOOE. This implies that

the bigger the budget allocated for production of learning materials like bond paper,

printing machine, ink and for distribution and retrieval the lesser the difficulty that will

be experienced by the teachers. The Department of Education should provide budget for

production of modules and the School Head should allocate from MOOE the production,

preparation and delivery of module. Second, internet connectivity should be improved so

 15

that teachers can access and download modules and other learning materials (Manlangit,

Paglumotan & Sapera, 2020). The second recommendation of teachers was Department

of Education should improve Internet connectivity so that teachers can access and

download modules and other learning materials. This means that every school must have

strong internet connection so that teachers can download modules and other learning

materials which implies that fast internet connection is necessary in this new normal

school.

The present findings support the finding of the study of Agayon, Agayon, and

Pentang (2022) who revealed that the Department of Education should submit a

memorandum of understanding with the Department of Energy and the Department of

Information and Communication Technology to support electrification in remote areas

and establish strong internet connection that teachers should be able to access and

download modules and other learning materials.

From the FGD, the participants shared that the internet connection should be

improved because it was difficult for them to access and download modules specially in

the remote areas and the third recommendation of teacher was to intensify parent’s

orientation on how to conduct mentoring of their children. This means that parents

should be given orientation on mentoring and facilitating their children with appropriate

strategies in this new normal which implies that children can acquire learnings from them

if they apply proper mentoring and right strategies suited for them.
 16

The finding is congruent to the finding of the study of Gumapac, Aytona and Alba

(2021) who disclosed that the school should conduct orientation to parents on mentoring

their child because they are the one to monitor, coach and tutor their child. Parents as

coach and tutor used different strategies and techniques to help their child/ children. From

the focus group discussion, the participant said that there should be an orientation of

different techniques and strategies to parents that appropriate to the needs of their

child/children.

Recommendations of Parents to Improve Instruction Using Modules

The parents had also their recommendations. The first recommendation is the

topic should be supported with enough examples. This means that the modules given to

the students must have sufficient examples in every activity/task given for better

understanding. These findings give an implication that the modules should be done and

checked carefully by experts to avoid errors and confusion. This present result affirms the

findings of the study of Dangle and Sumaong (2020) who found out that students

suggested to improve the Modular Distance Learning through the reduction of activities

from the modules, more examples for each subject, provision of colored printed modules,

and immediate information given by teachers on what to answer in the modules. While

the parents’ proposed solutions on Modular Distance Learning are to lessen or reduce the

activities in the modules, take out unnecessary exercises and give more examples and

explanations to each of the given activity.

 17

The second and third recommendations of the parents are Teachers should review

the content of the module and incorporate more examples and the instructions in every

exercise or activity must be clear and easy to understand which mean that teachers

evaluate the modules’ content and include examples that are easy to understand by the

learners. At the same time the given direction and instruction must be clear which suggest

that they should be made simple and clear for easy understanding. From the focus group

discussion, the participants said that the teachers should provide examples which are

step-by-step solution and easy to understand by their child/ children.

Summary of Findings

Majority of the respondents belong to the age bracket of 32-41 years old, female

teachers with the position of Teacher-I, Master’s degree holder and mostly are Ilonggo in

tribe. For the parents, most of them are 32-39 years old, housewife, female and high

school graduate and majority of them have 1 child enrolled in elementary.

For the 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.

Teachers showed preparedness to face challenges on the modular learning and handle

problems that arise during the implementation.

The parent’s experience on the use of modules in terms of content and assessment

for learners a description of agree. 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.

 18

Teachers shared similar feedback on the use of modules, stating that the content

of the modules is based on the most essential learning competencies and the learning

tasks are appropriate and suited to the learning capability of the learners, but they have

different responses on the production of modules.

Parents have similar feedback on the use of modules particularly on the module

content and assisting their child/ children with learning tasks. The content of the module

is simple, appropriate, and relevant to their child’s learning. Parents provide unwavering

support and assistance to their children in their academic endeavors.

No significant difference is noted on the experiences of teachers on the use of

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

retrieval when grouped according to age, sex, educational attainment,

designation/position and tribe. Experiences of parents on the use of modules in terms of

sex, occupation and educational attainment on the areas of content and assessment for

learners. However, on the area of assessment for learners in terms of sex the experiences

of male and female parents are significantly related.

There is no significant difference is found on the feedback of teachers on the use

of modules in the area of production, content, assessment for learners and distribution

and retrieval in terms of age, sex, tribe, educational attainment and position. In terms of

parent’s feedbacks on the use of modules there is no significant difference found when

grouped according to sex, educational attainment and occupation on the area of content
 19

and assessment for learners. Moreover, parents’ feedback on the use of modules in terms

of sex on the area of assessment for learners is significantly different.

The relationship between the experiences and feedback of teachers on the use of

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

retrieval was significantly related. However, the relationship between parents’

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

learners is significantly related.

The teachers highly recommended that the School Heads should allocate budget

from the MOOE for the production, delivery and retrieval of modules and that the

Department of Education should improve Internet connectivity so that teachers can

access and download modules and other learning materials to improve the instructional

materials; the parents’ respondent recommended that topics must be supported with

enough examples, instructions in every exercise or activity must be clear and easy to

understand and teachers to review the content of the module and incorporate more

examples.

Conclusions

Based on the study's findings, the researcher came to the conclusion that when

modular distance learning was implemented, teachers generally agreed with their

descriptions of their experiences and feedback regarding the use of modules in terms of

production, content, learner assessment, distribution, and retrieval. They showed

readiness during implementation and were ready to handle whatever difficulties they ran
 20

into, particularly when it came to the production of modules, evaluating learners,

distributing, and retrieving modules.

The parents agreed that the content of the modules was suitable for the learning

preferences of their kids, but their experiences with learner assessment varied in terms of

the skills and expertise of their kids as mentors. To the best of their abilities or

knowledge, parents are challenged to support or mentor their child(ren) in the learning

activities and manage situations using the modular learning approach. There were no

significant differences in terms of production, content, learner assessment, distribution,

and retrieval when teachers' experiences and feedback on the modules were grouped

according to age, sex, tribe, occupation, and educational achievement.

Parents who were classified by age, occupation, and level of education expressed

comparable experiences and input regarding the usage of content and evaluation modules

for students. However, there are no gender disparities in the opinions and experiences of

parents about the assessment of students in modular distance learning.

Between teachers' experiences and feedback on the use of the module, there is no

statistically significant correlation. The experiences and opinions of parents about the use

of the module are also closely related.

Recommendations

Based on the findings and conclusions of the study, the following are hereby

recommended:
 21

1.The Department of Education should set aside sufficient funds to increase

school’s Maintenance and Other Operating Expenses (MOOE) in order to support

modular distance learning.

2. Department of Education should improve internet connectivity in every school

for faster access and download of modules and other learning materials.

3. School administrators and teachers should conduct parents’ orientation on how

to mentor their child/children in modular learning approach.

4. Parents should always help the teacher to facilitate and monitor their

child/children’s development and improvement in all learning areas.

5. Parents should always do their responsibilities in the education of their children

since they are the teachers’ partner in the holistic development of the learners.

6. Review and simplify the activities in the modules, give concrete examples of

the lesson, lessen the activities and take out unnecessary exercises.
 22

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