LIVED EXPERIENCES OF COLLEGE

STUDENTS
IN
MADRIDEJOS COMMUNITY
COLLEGE ON MODULAR
LEARNING

A RESEARCH PAPER PRESENTED TO

THE FACULTY OF

MADRIDEJOS COMMUNITY
COLLEGE

BUNAKAN MADRIDEJOS, CEBU

IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS TO

THE SUBJECT ELEMENTS OF

RESEARCH

BACHELOR OF ELEMENTARY
EDUCATION
 BY:

MARK LYSTER OFIASA ROLJEAN I. MARU

MARY PRIL C. MARU JOAN MARIELE

ILUSTRISIMO

KENNETH JOY ILLUSTRISIMO TRIZIA CLAIRE DUARTE

DERDER LANIE MARY ROSE GILA

SHIRLEN JEAN DUMA GLADYS ANNE ESCAÑA

ESPINA NENETTE ESPINA MARY JOY

JAVINAR

DEREAL HONEY LOU

THE RESEARCHER’S (BEED-3A)

DECEMBER ,2021
 CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study

The Philippines has a long history that dates back to 1521, when

Magellan founded it. After being discovered, the Philippines fell

under the rule of the Spaniards, who imposed a different culture and

tradition on the Filipinos. It did not stop with the Spaniards;

colonialism and imperialism were common practices for powerful

countries, including the United States and Japan. The formation of an

educational system in the Philippines is one obvious result of the

years of colonization of other countries. Education advances as the

country progresses and becomes more modernized. However, the

enhancement did not compensate for the Filipino people’s demands.

Many citizens continue to face difficulties in obtaining their right to

an education. Not only that, but there are numerous issues that must

be addressed in the Philippines’ educational system. Quality and

accessibility of education, commercialization of education, and proper

program implementation are just a few of the obvious concerns about

the educational system (Durban & Catalan, 2012).

The Philippines is currently facing a critical crisis, namely a

pandemic. The disease is known as coronavirus 19 (COVID-19), and

it is a highly contagious viral infection caused by the coronavirus 2

that causes severe acute respiratory syndrome (SARS-CoV-2). The

origins of this virus can be traced back to Wuhan, Hubei Province,

China. There is no vaccine or antiviral drug that can directly attack the

virus, but numerous studies and experiments are being conducted to

find one (Shereen, Khan, Kazmi, Bashir, & Siddique, 2020). A global

pandemic affects not only the public health systems of various

countries, but also industrial, educational, commercial, sporting, and

religious institutions. Increasing unemployment has been a common

occurrence during the pandemic, as many businesses have closed

down, and the transportation and tourism industries have been

severely impacted. As a result, the economy suffers, and the lockdown

protocols have a significant impact on GDP (Chakraborty &

Maity,2020). Given the Philippines’ current crisis, the country’s

educational sector is in jeopardy. Students, teachers, and school staff

are all in a state of disarray as they try to figure out what to do during
this difficult time. As an alternative, the Department of Education

continues to devise plans for students and teachers. DepEd proposed

Self-Learning Modules (SLMs) that will be presented in various ways

as a result of deliberation among personnel and education experts.

According to the Department of Education’s report, alternative

learning modalities can take many forms, including modular,

television-based, radio-based instruction, blended learning, and online

learning. According to DepEd Secretary Leonor Briones, these

alternatives are intended to help all students across the country who

are struggling. Furthermore, the DepEd provides private schools with

a Readiness Assessment Checklist for Implementing Learning

Delivery Modalities. There are numerous issues that must be

addressed in the Philippines’ educational system. Quality and

accessibility of education, commercialization of education, and proper

program implementation are just a few of the obvious concerns about

the educational system (Durban & Catalan, 2012). The Philippines is

currently facing a critical crisis, namely a pandemic. The disease is

known as coronavirus 19 (COVID-19), and it is a highly contagious

viral infection caused by the coronavirus 2 that causes severe acute

respiratory syndrome (SARS-CoV-2). The origins of this virus can be

traced back to Wuhan, Hubei Province, China. There is no vaccine or

antiviral drug that can directly attack the virus, but numerous studies

and experiments are being conducted to find one (Shereen, Khan,

Kazmi, Bashir, & Siddique, 2020). A global pandemic affects not only

the public health systems of various countries, but also industrial,

educational, commercial, sporting, and religious institutions.

Increasing unemployment has been a common occurrence during the

pandemic, as many businesses have closed down, and the

transportation and tourism industries have been severely impacted. As

a result, the economy suffers, and the lockdown protocols have a

significant impact on GDP (Chakraborty & Maity,2020). Given the

Philippines’ current crisis, the country’s educational sector is in

jeopardy. Students, teachers, and school staff are all in a state of

disarray as they try to figure out what to do during this difficult time.

As an alternative, the Department of Education continues to devise

plans for students and teachers. DepEd proposed Self-Learning

Modules (SLMs) that will be presented in various ways as a result of

deliberation among personnel and education experts. According to the

Department of Education’s report, alternative learning modalities can

take many forms, including modular, television-based, radio-based

instruction, blended learning, and online learning. According to

DepEd Secretary Leonor Briones, these alternatives are intended to

help all students across the country who are struggling. Furthermore,

the DepEd Order No. 13 provides private schools with a Readiness

Assessment Checklist for Implementing Learning Delivery

Modalities, which includes the requirements that the school, parents,

and learners must have in order to safely conduct each learning

modality. This allows for an evaluation of everyone’s Titian’s

readiness to be taken into account, as well as the development of a

method to support the learners (Department of Education, 2020).

Classes at Madridejos Community College began in August 2020. The

mode of instruction is online, with virtual platforms such as Canvas

and Zoom meeting serving as the virtual classroom where students

and teachers interact. It is expected that the first semester will be

completed entirely through online classes, with the second semester

possibly returning to traditional face-to-face classes. However, this is

still uncertain, and students and teachers alike are trapped in a new

environment in which they must adapt. Many people at Madridejos

Community College are having difficulties because not all students

and teachers are technologically savvy. Several issues raised by

students include a problem with the internet connection, a time

constraint, a heavy workload, communication difficulties, and an

ineffective understanding of the lessons. These are the challenges that

students face on a daily basis. In addition, students may be dealing

with personal conflicts.

In light of these quandaries, students make a slew of suggestions and

appeals to higher-ups. This study aims to perceive the views and

perspectives of Madridejos Community College students regarding

their experiences on the online classes in the midst of the pandemic.

Related Review Literature

Originating from philosophy, phenomenology presents a unique

opportunity for capturing the lived experience of participants.

Indeed, this methodology allows for the unearthing of phenomena

from the perspective of how people interpret and attribute meaning

to their existence. Many scholarly writings have delved into

phenomenology from a philosophical lens, but few have provided

methodological guidelines (Groenewald, 2004), making it

challenging to operationalize quality phenomenological research.

Groenewald’s (2004) article explicating a Husserlian

phenomenological design is one of the most widely read publications

in the International Journal of Qualitative Methods (Sage

Publications, 2019), attesting to the need for such explicative pieces.

According to Van Manen (2014), the challenge lies in making

phenomenology “accessible and do-able by researchers who are not

themselves professional philosophers and who do not possess an

extensive and in-depth background in the relevant phenomenological

literature” (p. 18)—with philosophical underpinnings often being

loosely applied in interpretive phenomenological research (Horrigan-

Kelly et al. 2016). Similarly, Sandelowski (2000, 2010) cautions that

many qualitative studies claiming to be phenomenology are actually

descriptive studies with phenomenological overtones. Although the

research community experiences difficulties in the application of

phenomenology, this philosophy has great potential to enrich

research methodology (Horrigan-Kelly et al., 2016; Zahavi &

Martiny, 2019).

Hence, the main objective of this article is to highlight philosophical

and methodological considerations of leading an interpretive

phenomenological study with respect to the qualitative research

 paradigm, researcher’s stance, objectives and research questions,

sampling and recruitment, data collection, and data analysis. First,

this article will trace the philosophical underpinnings of interpretive

phenomenology to illuminate human sciences, with particular

attention to the concepts of Dasein, lived experience, existentialia,

and authenticity. Second, methodological considerations, drawn

from this phenomenological basis, will be explicated and illustrated

through a research study of pediatric intensive care unit (PICU)

nurses’ lived experience of a major hospital transformation project in

Canada—thus offering guidance on how to align qualitative research

methods and process with this philosophical tradition (see Frechette

et al., 2019, for further details concerning this study).

Philosophical Underpinnings The beginning of contemporary

phenomenology can be traced back to German philosopher Edmund Husserl,

who proposed a descriptive approach to discovering the essence of a

phenomenon (Mapp, 2008; Moran, 2000). Husserl suggested that, through

bracketing presuppositions or epoche, this essence would emerge from the

things themselves, “zu den Sachen selbst” (Mapp, 2008; Moran, 2000; Van

Manen, 2014). Heidegger, a mentee of Husserl, is considered the founding

father of interpretive phenomenology or hermeneutics (Mapp, 2008).

Interpretive phenomenology and hermeneutics are often used

interchangeably, even if hermeneutics has a narrower focus on the

interpretive process. Indeed, hermeneutics draws on interpretive

phenomenology to illuminate interpretations of meaning (e.g., from human

experience, from a text, from artifacts, or from other sources that hold

significance; Polit & Beck, 2012). Two schools of phenomenology are most

salient, the descriptive school originating from Husserl’s work and the

interpretive school following hermeneutic philosophy (Laverty, 2003; Mapp,

2008). This article will focus more specifically on the latter, Heideggerian

interpretive phenomenology, and the hermeneutic philosophical tradition as

the foundations of the qualitative research methodology.

The research phenomenologist’s stance stems from Heidegger’s (1927a)

proposal that everyday phenomena are mostly hidden, covered in multiple

layers of forgetfulness (Vergenssenheit); herein this concealment lies the

possibility of recollection or disclosedness for Heidegger. To illustrate this,

if asked to describe the walls of the neighborhood grocery store, most of us

would find this task difficult even if we have been there on multiple

occasions. For Heidegger (1927a), a phenomenon can only be unveiled

ontologically through being Dasein, a phenomenological concept denoting

an interpreting entity such as a human being. Hence, phenomenology

represents the activity of pulling existentialia out of forgetfulness, through

discourse (Buckley, 2018; Heidegger, 1927a); existentialia are conditions of

possibility for Dasein, which include comportments (existentiell) and

structures of being (existential) (Buckley, 2018; Heidegger, 1927a). In sum,

the main objective of interpretive phenomenology is to uncover or disclose a

phenomenon by pulling away layers of forgetfulness or hiddenness that are

present in our everyday existence.

As phenomenological researchers, our epistemology is anchored in an

existential understanding of Dasein and their existentialia. One overarching

existentialia for Dasein is being-in-the-world which speaks to Dasein’s

everydayness, forgetfulness, projectivity, and being-with-others (Heidegger,

1927a). For Heidegger (1927a), everyday life—the way Dasein are in their

everydayness—is of primordial importance. As previously mentioned, this

everydayness is characterized by forgetfulness. For Heidegger (1927a),

forgetfulness is not a lesser state than disclosedness; it simply represents

another mode, the other side of the same coin. Dasein’s projects (i.e., life

goals), and the means to achieve these (i.e., equipment such as tools,

processes, and materials), are mostly forgotten in everyday life (Heidegger,

1927a; van der Hoorn & Whitty, 2015). Equipment discloses Dasein’s

projectivity, meaning that equipment shows itself to Dasein through

circumspective concern (in-order-to) in projects (Heidegger, 1927a). “These

projects are not necessarily on a large scale,” according to Paley (2014)

“Getting up from my chair, to go through the door, to walk across the hall, to

enter the kitchen, to put the kettle on, to make a cup of tea…is a project” (p.

1522). For example, the old toys from one’s youth stored in the garage will

remain forgotten until the project of entertaining a child is activated. Then,

suddenly the old bunny rabbit will be pulled out of forgetfulness “in-order-

to” stop a child’s crying. Equipment is referential, in that it is always

perceived in relation to or in reference to the needs of Dasein’s projects:

“people find meaning and terms of existence through their referential

associations” (van der Hoorn & Whitty, 2015, p. 723). When equipment

serves the purpose intended for the project, or is ready-to-hand, it goes

unnoticed in our everyday lives. If one takes the car to go to work, the action

of driving the car will go almost unnoticed, on autopilot one could say, until

suddenly the car breaks down, is unready-to-hand, then the car suddenly

becomes apparent. Moreover, the breakdown does not only reveal the

equipment, the car itself, but Dasein’s objectivity—the desire for Dasein to

get to work. A broken car in the scrapyard will not show itself to the owner,

but the unready-to-hand equipment needed to accomplish one’s project will.

Breakdown or dysfunction is, therefore, a great source of illumination of

Dasein’s motives, the so what?

Importantly for researchers, Heidegger’s philosophy focuses on the

individual level (Renaut et al., 1997), and his work has been critiqued for

lacking social dimensions. This critique is not surprising, as for Heidegger

(1927a), the social reality or being-with-others is a mode of being for Dasein

versus an external reality. It is not possible to dissociate others from being;

the individual level of analysis can never be devoid of the social dimension

that inhabits it. The das Man or the “They” functions as a representation of

the perceived social norms prescribed by others: what they do, what they

think, and so forth. For Heidegger (1927a), being authentic is to be

uncovered, to be a disclosed self, and to stand in resoluteness within the

“They,” in acceptance of what we are. On the contrary, inauthenticity results

from disowning who we are to be covered up by the das Man as taking the

place of self. In the same way that forgetting opens up the possibility of

recollecting, authenticity and inauthenticity present two equal modes of

being—with not one having superior moral quality. Death represents

Dasein’s ultimate impossibility, which creates the condition for all other

possibilities as Dasein is always being-toward-death (his or her own death;

Heidegger, 1927a). These possibilities offer the researcher an ontological

window into mortality and humanity.

Through this ontology, Dasein’s existentialia includes comportments

(existential) and structures of being (existential) (Buckley, 2018; Heidegger,

1927a) relevant to qualitative research methodologies. Comportments

concern the behaviors that are exhibited and often taken-for-granted in

everyday life (Benner, 1994a). Heidegger writes of four equiprimordial

existential: Befindlichkeit or mood, understanding, discourse, and

everydayness (Buckley, 2018; Heidegger, 1927a). Mood is described by

Heidegger (1927b) as something that is always there (e.g., a gut feeling, an

atmosphere or an emotion) and changes as Dasein is attuned to being-in-the-

world; “Mood has always already disclosed being-in-the-world as a whole”

(Heidegger, 1927b, p. 129). Phenomenology studies embodiment which

includes “skillful comportment and perceptual and emotional responses”

(Benner, 1994a, p. 104). The body’s sentiments provide a window into

human understandings (Benner, 1994a); the body and its emotions provide

“…the entry point to deeper insights into the lived reality of others” (Sharma

et al., 2009, p. 1645). As Heidegger (1927a) mentioned, since Dasein is

being-towards-death, angst or anxiety is always a basic mood.

Understanding represents the original possibility; it functions as a fore

structure, allowing interpretations to be laid out in an “as” structure

(Buckley, 2018; Heidegger, 1927a). For example, it is the understanding of a

door as separating two spaces and as having the possibility of being opened,

which allows one to use a door “as” an exit. For Heidegger (1927a),

“interpretation is…the development of possibilities projected in

understanding” (p. 149). Discourse for its part is embedded in everydayness,

with inauthentic forms (i.e., idle talk, or small talk) and authentic forms that

are disruptive of everyday discourse, such as silence and poetry (Heidegger,

1927a); with authentic forms allowing for disclosiveness of phenomenon. Of

importance to note in phenomenology, truth does not represent objective

reality like in positivist research (Guba & Lincoln, 1994), it represents the

state of disclosiveness of a phenomenon. Everydayness for Dasein holds the

possibility of falseness, to get caught up in inauthentic forms of discourse,

and to display curiosity (being nosy or voyeur), and ambiguity (accepting

things at face value; Heidegger, 1927a)—with researchers not being spared

from these risks.

Fundamentally for interpretive phenomenological research, phenomenology

and more specifically hermeneutics focuses on the interpretation of meaning

(Laverty, 2003; Polit & Beck, 2012), as is evident by the hermeneutic

definition of lived experience. The German word for experiencing (verb),

Erleben, simply means to be alive when something is grasped (Gadamer,

2004). The experienced (noun), das Erlebte, refers to what lasts once the

experiencing is done: “This content is like a yield or result that achieves

permanence, weight, and significance from out of the transience of

experiencing” (Gadamer, 2004, p. 53). Lived experience, Erlebnis, fuses

these two meanings; the immediacy of experiencing provides the raw

material to be shaped through interpretation, reinterpretation, and

communication into its lasting form, the experienced (Gadamer, 2004), what

Weick (1995) calls the sense making process in organizational studies. A

lived experience is not only something that is experienced, “it’s being

experienced makes a special impression that gives it lasting importance”

(Gadamer, 2004, p. 53). This hermeneutic conceptualization of lived

experience shows the centrality of the meaning attributed to the experience.

An account of lived experience is incomplete if it remains purely

descriptive; it must contain an interpretation of significance for the person.

Ricoeur (1981) argues that a person’s life story has two dimensions that

contribute to its forward movement or directedness: (1) a chronological

sequence of episodes and (2) a construction of “meaningful totalities out of

scattered events” (p. 240).

As a way of exploring lived experience for researchers, the hermeneutic

circle suggests a back-and-forth movement from the part to the whole and

other parts of the story (Gadamer, 1976; Rodgers, 2005; Taylor, 1987; 1991,

p. 38). The part is never detached from its relation to the whole and how it

makes sense in light of other partial expressions (Taylor, 1987). The whole

must be kept in constant view for elements to truly stand out (Heidegger,

1927a). The meaning that we give to a situation is always shaped by what

matters to us, our “horizon of significance” (Carnesville & Weinstock, 2011;

Taylor, 1987; 1991, p. 39). In contrast to Husserl, Heidegger (1927a)

maintains that bracketing presuppositions, as a way back to the essence of

the phenomenon, is impossible. Presuppositions or fore structures actually

create the clearing necessary to uncover phenomena (Buckley, 2018;

Heidegger, 1927a). Heidegger (1927a) wrote about fore structures of

understanding, which represent the ideas and embodied experiences that we

bring with us to a situation. Gadamer (1975) and Taylor (1991) took this

concept further by identifying these fore structures as formative of a

backdrop or “horizon of significance” from which we can attribute meaning

to new situations. According to the interpretive phenomenological tradition,

a pre-supposition less stance is neither possible (McManus Holroyd, 2007;

Moran, 2000) nor desired since it is this “horizon” which allows the bridging
of new understandings or “fusion of horizons” (Gadamer, 1976, p. 39;

Rodgers, 2005). The philosophical underpinnings of interpretive

phenomenology offer much to enrich research methodology.

Lived experience - Wikipediahttps://en.wikipedia.org › wiki › Lived

experience

In qualitative phenomenological research, lived experience refers to a

representation of the experiences and choices of a given person, and the

knowledge that they gain from these experiences and choices. [1][2] It is a

category of qualitative research together with those that focus on society and

culture and those that focus on language and communication. [3]

In the philosophy of Wilhelm Dilthey, the human sciences are based on

lived experience, which makes them fundamentally different from the

natural sciences, which are considered to be based on scientific experiences.

[4] [dead link] The concept can also be approached from the view that since

every experience has both objective and subjective components, it is

important for a researcher to understand all aspects of it. [5]

In phenomenological research, lived experiences are the main object of

study, [6] but the goal of such research is not to understand individuals' lived

experiences as facts, but to determine the understandable meaning of such

experiences. [7][8] In addition lived experience is not about reflecting on an

experience while living through it but is recollected, where experience is

reflected on after it has passed or lived through. [9] The concept has been

criticized as solipsistic and redundant.[10]

A thorough database search was conducted with combinations of the

following keywords: health personnel, health professional, medical

professional, doctor, physician, nurse, therapist; cancer, post cancer,

neoplasm, illness, cancer survivor; and coping, work, practice,

transformation, clinical work, experience, personal experience,

countertransference using CINAHL, Medline, ProQuest, and PsycINFO. In

addition, a similar search was conducted on Google to locate books and

online articles related to this topic. The following section summarizes the

anecdotal reports and qualitative studies found in this search.

THE PROBLEM

Statement of the Problem

The study aims to investigate and sought to ascertain College Students’

Lived Experiences with Modular Learning at Madridejos Community

College, School Year 2020 – 2021. The result will be used as the basis for

this study.
In particular, this study sought answers to the following questions:

1. What does a college student's profile look like in terms of their

1.1 Gender

1.2 Age

1.3 Section

2. When it comes to modular learning, how do students feel about it?

3. How do students evaluate modular learning?

4. What impact does Modular Learning have on students’ daily lives?

5. What coping strategies do students employ in response to Modular

Learning?

6. What challenges did students face as they transitioned from face-to-

face to modular classes?

Significance of the Study

In this study, the perceptions and lived experiences of college students

in Madridejos Community College about modular learning during the

pandemic will be considered. The different sectors who will find this study

advantageous and substantial are the following:

School Administrators, this study will be able to push school

administrators to improve the school’s curriculum, especially terms of

modular learning. This may also give a basic knowledge on the appeals of

the students.

Students, the study will be beneficial to students for them to register

their thoughts and convictions with the current modular set-up. Furthermore,

this study can provide a collective stand on what would be the better

alternative for this academic year 2021-2022.

Parents, this study will be able to assist the parents on understanding

the amount of exertion it takes for the students to continue this modular

learning, also for the parents to know how to abet their children during these

trying times.

Future Researcher, this study can be significant for the researchers

who plan on studying a topic that is related to this one. This study will serve

as a reference for future researches that will be made.

RESEARCH METHODOLOGY

Research Design

This study is primarily uses Descriptive research method which is to

determined what are the experiences, opinions and recommendations of

students in Madridejos Community College on modular learning, were the

Data required for the study have been mainly collected from the

Primary sources. And by gathered through a survey, particularly by

using questionnaires with open-ended questions. In this regard, a structured

questionnaire has been Prepared and administered among the sample

respondents. The Fully filled-in questionnaire have been collected back and

the data

Provided by the sample respondents have been put through. Analysis with

the help of statistical tools to observe the findings.

Research Environment

This study was conducted in Madridejos, Community, College. Its official

address is Brgy. Bunakan, Madridejos, Cebu. Therefore, few students only

our given a chance to give some details about their problems in studying.
Research Instrument

This research includes survey questionnaires which consists of questions

accompanied by lived experiences of the students on modular learning. The

survey will be done through online to the students of Madridejos

Community College in a checklist type of questionnaires. The respondent's

response will serve as source of data to the study.

Research Respondent

The researchers selected the BEED students enrolled in Madridejos

Community College this school year 2021-2022 to be the respondents of the

study, preferably the sophomore students. The researchers had came up with

30 students as respondents from the second-year level.

Respondents, therefore, are providers of information needed in the study,

elicited orally or in writing.

Research Procedure

Data Gathering

A letter of request to conduct the study was prepared. The researcher

constructed a questionnaire checklist. Validated by the professor of

the subject then the questionnaire checklist is distributed through

online. The researchers will use as the main data gathering for this

study the researcher will conduct the survey to the students in

Madridejos Community College. After the respondents answered the

questionnaire the researcher collected and tallied that data for

interpretation.

Treatment of Data

Statistical Treatment for Data Responses to the questionnaire by

departments school students were statistically analyzed with the data

requirements of the study. Students were statistically analyzed with

the data instruments of the study. Descriptive statistics such as

frequency count, mean, percent and rank are considered.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

Different insights and support can be found in the succeeding articles

from researchers who  conducted similar, if not, comparable studies

like the one being carried out by the researchers.  The following

related researches and studies are from different researchers who are

deemed  experts of their field of proficiency. Direct quotations from

reference materials are applied in this  chapter to be used as

foundation in the development of this study. 

It is widely accepted that the education of a person can be used

to achieve different feats in one’s  life. Countries all over the
world view education and give high importance to it for the
reason  that education is used as a tool to triumph and end
poverty. However, even though lots of  countries try to provide
equal access of education to the people, countries are still far
from  achieving a state where everyone receives free and
quality education. The results of several  studies can be
observed here in the Philippines. It was stated that accessibility
of education  differs based on the groups of people in a country.
There can be discrepancies and inconsistencies  among
geographical structures, social classes, and even between sexes
and genders. According  to researches, there is a great amount
of distinction among the regions in the Philippines when  it
comes to the accessibility to education. A reason for this is the
poverty incidence that exists  among the provinces, cities, and
communities in the Philippines. Based on what the Philippine 
Human Development Report stated, "insufficient or poor
education deprives a person of the  means of doing and
becoming.” This now becomes a constant loop for those who
are slumped  to poverty; they cannot afford education;
therefore, they will not be able to go out of their state  of
poverty ( Thomas, Wang, & Fan, 2001) 
Online learning refers to learning delivered using an intranet
that has access to the Internet. The  communication processes
between teacher and student, and student and student, are
facilitated  using email and asynchronous discussion groups or
an app that is provided by the school  (Taynton, 2000). Online
learning is crucial when it comes to times like this where a
crisis is faced  by the country and since the government wants
to pursue education despite the situation, face 
to-face learning is not a viable option and could lead students
and teachers to danger. It is  anticipated that online education
will propagate and influence higher education through a 
vigorous process of reshaping, refining, and restructuring.
However, it is improbable to replace  traditional higher
education but merely to be an alternative. But, owing to its
flexibility,  accessibility, and affordability, online education is
gaining in popularity, especially for people who  are otherwise
unable to obtain education because of physical distance,
schedule conflicts, and  unaffordable costs. It is also important
to note that there three elements that should be taken  into
consideration when assessing the success and efficiency of
online education. The social  presence, teaching presence, and
cognitive presence must be present to have a successful online 
education. Knowing the setup of online classes, in which most
activities are done asynchronously,  it is imperative for students
to develop social bonds that will guarantee a safe and open 
communication with their peers ( Taynton, 2000). 
“There is enormous anxiety at having to access course
information and assignment information  online”. Students are
having issues such as research techniques, course
dissatisfaction, and the  use of computers. These 3 elements that
are being stated have a high probability of happening  for the
reason that some of these things can be difficult to achieve such
as learning research  techniques in an online class. Financial
pressures and resultant stress patterns rated highly as  well.
Students cited access and support issues involving staffs as
being particularly relevant to  the delivery of online learning
material. The failure of online material to recognize different 
learning styles was of great significance to students. One
common trouble faced by online  learning is the number of
students dropping their classes. It is stated that retaining the
enrollees  in virtual platforms serves as a challenge in the world
today. High attrition rates can be seen and  more self-discipline
is needed in online classes compared to the traditional learning
style  (Panigrahi, Srivastava, & Sharma, 2018). 
The interactivity between Online Learning management system
users within the domain of its  system enables learners to
explore and play with the course materials and therefore
modifies  the decisive element for improving students’ positive
feelings such as perceived satisfaction and  perceived
usefulness. Thus, a well-designed and organized Learning
System that has an  interactive connection between and among
instructors, the learners, and the instructional  contents (learner-
instructor, learner-learner, and learner-content) enabled the
users to have a  positive effect of adoption to Online Learning.
With further engagement and activities that will  allow the
interactivity not to simply be a function of a computer-based
transaction but a  fundamental success factor for teaching and
learning in an online environment makes online  learning
competent to be used as a mode of learning. In addition, as the
use of technology in  pursuing education spreads, this
diminishes that troubles and issues of temporal and spatial 
predicaments affiliated with traditional learning ( Garcia,
2020). 
This theory explains that there is a relationship between what a
student already knows and the  information that there is within
a social context. It further expounds that this social interaction 
helps obtain new knowledge. This theory highlights that in
order for the learner to be active in  the environment, the
student must interact, negotiate, and deliberate with other
learners to  internalize a sense of belonging (Hodges, 2009). 
More used the concept of Dewey with regards to transaction,
demonstrating the part of students  and teachers and the
educational environment when it comes to distance learning.
According to  Moore, there is a change to heighten the level of
misunderstanding between the learner and the  educator when
distance blocks their interaction. There are relative variables
present in TD that  depend on the circumstances and the
situations. However, common factors are the amount of 
dialogue and structure (Hodges, 2009).
The foundation of this theory is that people possess different
capacity to grasp and fully conceive  audio and visual inputs.
This theory boosts the claim that effective learning depends on
the  cognitive processing that is integrated. Additionally,
CTML justify that learners can only manage  to discern
information in a limited manner. No matter how huge the
amount of information is  present and how accessible it is given
that this information can be found on the internet, there  still
exists an extremity of processing the knowledge(Hodges,
2009). 
Based on the theories and related studies mentioned above, this
study would focus on  discovering the various views and
perspectives of students with regards to online classes 
conducted during this time of pandemic. Perceived learning is
deemed as an indicator of learning  and is a key element for the
proper evaluation of a course. Furthermore, perceived learning
is  comprised of the views, opinions, and judgments of the
students towards their grasp or  understanding of what they
have learning. This study is anchored on the assessment of the 
students with regards to online classes during the pandemic,
their experiences with the ongoing  classes, and their overall
judgment with its success and effectivity. This study posits that
there is  a variety of perceptions and lived experiences
concerning the online classes taking place in a  particular
private university in Manila during this time of the pandemic
and the theories above  can support the claim of the researchers
( Rovai, 2002). 
As online learning continues to become an integral part of the
course offerings in higher  education, it is important to ensure
that academic integrity is valued as highly in the online 
environment as it is in the traditional, on-campus courses. Since
the inception of online courses, many researchers have found
that because students are not face-to-face with an instructor,
incidences of academic dishonesty could be higher in online
learning compared to its traditional  counter part. The focus of
the literature review was to show the foundational
underpinnings of  academic dishonesty as it relates to both
traditional on-campus classes and that of online or  distance
education (Baron & Crooks, 2005). 
Many studies have argued that students can and will earn better
grades online because of little  to no supervision, however there
is no way to determine if the student who registered for the 
course is actually doing the work or having someone else
complete it for him or her. The overall  perception from these
studies is such that both students and faculty view online
courses as more  susceptible to students engaging in academic
dishonesty than that of the traditional classroom.  However,
some of the limited research in the field refutes those
perceptions ( Krask, 2007). 
Students who enroll in both online and traditional online
courses did not earn higher scores in  online courses; students
who enroll in online courses through two or more semesters did
not  improve their grades over time; if students and spouses or
significant others have taken the same  online course, their
grades in these courses were not more similar than their grades
in other  courses. (Ridley & Husband, 1998). 
Covid-19 impacted all sectors of the country particularly the
education sector. Schools have  no choice but to shut their
operations from brick and mortar to flexible learning mode.
This 
study intends to determine the lived experiences, the issues they
have encountered, the  support needed, and the gaps and
challenges they are facing. This study utilized interviews,
observations and used Collaizi's method in the data processing
and analysis. The themes that  came out from the constructs of
the interviewees were Learners under online learning mode
encountered internet connectivity issues, inadequate learning
tools for online, psychological  issues, and physical health
issues. The output of this paper is the proposed model for
learners  under online the learning ( Carpenter, 2007). 
The works of Dube and underscore the issues of social justice
while adopting the technology driven remote teaching during
the COVID-19 pandemic, particularly in the low-income
regions.  Referring to the South African government’s recent
move to adopt online learning as the main  alternative during
the COVID-19 pandemic, Dube, 2020 reveals that many rural
learners in South  Africa are excluded from teaching and
learning due to a lack of resources to connect to the  internet,
the learning management system, and low-tech software. The
core message of this  article is that while COVID-19 pandemic
has created, if not widened the gap between the rich  and the
poor, or urban learners and rural learners, any form of
transitional approach to education  during the time of COVID-
19 should not violate the rights of learners, despite their
geographical  location. With a similar tone, Mengistie, 2020
provides a situation of transitional online teaching  in Ethiopian
higher education which excludes almost 80% of university
students who are rural based without electricity, laptop, smart-
phone, desktop, and internet. Similarly, the country’s 
nationwide radio program could not involve a large section of
school-going children due to the  problem of access to
electricity and radio. Mengistie (2020) 
The collection and explication of the participants’ information
and voices, major meaning making  units, went hand and hand,
and accordingly, the analytical process went inductively from
the first  interview. I transcribed the interview as soon as I
completed the interview. When I transcribed  the interview, I
took notes what came into my mind and this was
communicated, clarified,  verified in the subsequent interviews
with the same and other participants. The interviews, in  fact,
were formed as a dialogue between the participants and me and
the iterative process of  dialogue with communicating and
verifying the emerging themes and the underlying meanings 
‘co-constructed’ the understanding of the phenomenon. The
themes were analyzed and  interpreted using the thematic
analysis approach (Braun & Clarke, 2006). 
The COVID-19 pandemic has affected education, and teacher
education in particular, in  various ways. As a result of the
closure of universities and schools, teachers and students  had
to rapidly adapt to remote teaching. Teacher education is no
exception. The need to  create learning environments for
student teachers doing their teacher education  preparation
implied decisions, choices and adaptations in order to meet not
only the  expectations of students but also the requirements of
teacher education as well as the  conditions in which both
universities and schools had to operate (Flores and Gago,
2020).
The rapid, unexpected and ‘forced’ transition from face-to-face
to remote teaching has  entailed a number of challenges and
constraints but also opportunities that need to be  examined.
Existing literature points to an ‘emergency remote teaching or
'emergency  eLearning and to difficulties associated with poor
online teaching infrastructure,  inexperience of teachers, the
information gap (i.e., limited information and resources to all 
students) and the complex environment at home. In addition,
lack of mentoring and support  and issues related to teachers’
competencies in the use of digital instructional formats have 
also been identified ( Huber, 2020) 
As far as teacher education is concerned, descriptions of how
institutions and stakeholders  adapted to the new scenario
created by COVID-19 pandemic as well as training strategies 
and experiences of innovation have been reported. While
accounts of how higher education  institutions and teacher
educators responded to the transition from face-to-face to
online  teaching are relevant, more needs to be done in this
regard. For informed and productive  online teaching and
learning it is important to learn more about its potential and use.
As  such, it is essential to go beyond emergency online
practices and develop quality online  teaching and learning that
result from careful instructional design and planning. Focusing
on  how the current context has forced many teacher education
programmers to adapt to an  online format may provide a broad
understanding of adopted practices, yet it is necessary  to ensure
that these practices are effective. This is, therefore, a crucial
moment to synthesize the work that has been done on the topic
to inform future practices. This period of change  entails the
necessity to provide an evidence-based perspective on what
works and does not  work but, most importantly, to understand
the characteristics, the processes, the outcomes  and the
implications of online practices. Thus, this paper provides a
review of the literature  on online teaching and learning
practices in teacher education ( Hodges, 2020) 
There is a wide array of concepts in existing literature on online
teaching and learning. These  concepts encompass different
meanings but they are, sometimes, used interchangeably  (e.g.,
distance education, online teaching, emergency online
education, remote teaching). A  detailed analysis of such
concepts is beyond the scope of this paper. Refer to distance 
education as a process characterised by ‘distance in time and/or
space’ and to remote  education as a context of ‘spatial
distance’. For the purpose of this review, we focus on online 
environments that enable teachers to teach and interact with
their students providing a  variety of learning possibilities in a
remote scenario. In such context, issues of agency, 
responsibility, flexibility and choice are key elements as are
‘careful planning, designing and  determination of aims to
create an effective learning ecology. As such, teaching and
learning  online entails a specific process which is visible in the
roles, competencies and professional  development approaches
as well as in the curriculum, pedagogy, assessment and the
nature  of interaction among participants. It is, therefore,
important to find out how online teaching  and learning in
teacher education occur and why, and to explore its
implications, particularly  in the current emergency remote
scenario ( Ni She, 2019).

CHAPTER 3

RESEARCH METHODOLOGY
 Research Design

Research Design
This study  primarily uses Descriptive research method which is to
determine what are the experiences ,opinions and recommendations of
students in Madridejos Community College on modular learning ,where the
Data required for the study have been mainly collected from the Primary
sources. And by  gathering through an Online survey, particularly by using
questionnaires with open-ended questions.  In this regard, a structured
questionnaire has  been Prepared and administered among the sample
respondents. The Fully filled-in questionnaire have been collected back and
the data Provided by the sample respondents have been put through Analysis
with the help of statistical tools to observe the findings.

          

    INPUT                                   PROCESS                               OUTPUT

Descriptive design
Lived A
Experiences of using the researcher
made sample
College questionnaire
Students in through Online S
survey.
Madridejos
T
Community
College Gathering Data U
On Modular D
Learning Analyzing and Y
Interpretation of
data

Key Informant Selection

The participants of the study will be 50 College students only in

Bachelor of Elementary Education at Madridejos Community College

in a particular public school in Madridejos. Due to the nature of this

study, the participants will be asked to take part in providing their

answer to the interview questions that the researchers will give, but

this will only transpire once the respondents have given their consent

first. The students are also free to answer the information data sheet if

they want to or not. The sampling method used is called Purposive

Sampling Technique that requires the researchers to set standards to

the respondents that will be selected. In this case, the chosen

respondents will be from a specific department of Madridejos

Community College, which are BEED 2ND year students and only 50

students will be chosen from each department.

Research Locale

The focus of this study is confined on selected learners enrolled in a

public school in Madridejos. This enables the researchers to gather

more information possible about the perceptions and lived experiences

of students about online classes during this time of pandemic.

Research Instruments

In gathering the needed information and data from the respondents, a

descriptive method will be used by the researchers. This said approach

focuses on using interviews that contain inquiries that revolve around

the purpose of this study, which is to get the perceptions and

livedexperiences of students with regards to the online classes being

conducted amidst the pandemic. The materials that will be used in this

study are the following: informed consent form that will be given to

the selected students prior to the actual interview; the interview guide

and interview questions that will be used in the interview session with

the respondents; lastly, the personal data sheet that the participants

have the option to answer or not if they want their identity to remain

anonymous. The answers provided by the respondents will be

recorded and transcribed for later procedures, which are the data

gathering and interpretation of those data.

Data Collection

The researchers made a letter of approval to conduct the study at a

certain private university in Manila to ask permission from the

authorities. The researchers will also explain the purpose of this study.
To be able to support the data necessary for this study, the researchers

will identify the sample needed, and then proceed to choose the exact

respondents using the purposive sampling technique.

The selected respondents shall be given a consent form for them to be

aware of the given research study that they will be participating on.

They must read and understand the consent form before filling it out

and submitting it to the researchers. Afterwards, A set of interview

questions will be delivered online to the respondents that they will

respond to with their utmost honesty and sincerity. The interview

session will be held using an online platform with the researchers and

the respondents after setting an available date and time for the

respondents.Moreover, once all the respondents have completed their

input from the interview questions, the data shall be collected by the

researchers. The answers from the interview questions will be

interpreted by the researchers in a bias-free manner. The results would

hopefully be a great help and an accurate basis for the perceptions and

lived experiences of students from a particular private university in

Manila on online classes during this time of the pandemic.

Research Ethics
Ethics in research refer to the valid and invalid research procedures

that are involved in the study. This involves the issue on human

values and morality. According to Neuman in 2014, ethical issues

require researchers to balance two values: the pursuit of scientific

knowledge and the rights of those being studied on of others in a

society. A researcher must weigh potential benefits — such as

advancing the understanding of social life, improving decision

making, or helping research participants — against potential costs—

such as a loss of dignity, self-esteem, privacy, or democratic

freedoms. In order to address the ethical considerations aspect of a

research dissertation, here are some of the ethical considerations that

the researchers will follow according to Bryan and Bell (2007). First,

the researchers are to never subject the participants in any harm or

damage in any way whatsoever. The researchers will also inform the

respondents of the study and will first ask them for their full consent

to be selected as a participant. The protection of the privacy and

anonymity of the research participants will also be ensured. Any form

of deceptions or exaggeration about the aims and objectives of the

research must be avoided at all costs. Any form of affiliations will

also be circumvented to not have any conflicts and question of

validity. Transparency will also be exhibited by the researchers and

the act of being biased with be condemned. Lastly, the researchers are

to respect the dignity of the research participants at all times and will

be prioritized.
 DEFINITION OF TERMS

OPERATIONAL DEFINITION

Here are terms that are helpful to understand the study in an easier

way. These are terms that are greatly related to the study that the researchers

will conduct.
 SURVEY QUESTIONNAIRE

DIRECTIONS: Answer the questions carefully and choose the best answer

that is correct for you. Choose the most closely represents your attitude or

behavior.

Year & Section:

Gender:

RESEARCH QUESTIONS:

Experiences of students on online class at MCC:

1. How do you feel about modular learning in general?

 Happy

 Enjoy
 Excited

Sad

Others please specify:____

2. How do you evaluate modular learning?

Excellent

Satisfactory

Average

Poor

3. What impact does modular learning have on you?

Independent study

Stress

Lazy doing school works

Lack of interest
 Others please specify:_____

4. How well could you manage your time if you were learning from home?

 Time management

 Self discipline

 Praying/meditating

 Be organized

 Encourage group communication

 Set up a distraction-free zone

_ Others please specify:____

5. What challenges that the students have encountered during modular

classes?

Self-studying

Poor internet connection

Lack of sleep and time to answer all the modules

Financial problem
 Others please specify:_____

6. Do you like to learn in a modular format?

 Yes, absolutely

 Yes, but I would like to change a few things

No, there are quite a few challenges

 No, not at all

7. During the COVID-19 pandemic, how stressful is modular learning for

you?

 Not stressful

 Very stressful

 Extremely stressful

8. How helpful has your teacher been in providing you with resources to

learn at home?

 Not at all helpful

 Slightly helpful

 Moderately helpful

 Very helpful
 Extremely helpful

9. What device do you use to study in modular classes?

 Laptop

 Desktop

 Tablet

 Smartphone

Others please specify:_____

10. On average, how much time do you spend on distant education each

day?

 1-3 hours

 3-5 hours

 5-7 hours

 7-10 hours

 10+ hours

 Set up a distraction-free zone

 TRANSMITTAL LETTER

November 15, 2021

DR. CANDELARIO M. AYTONA

School President
Madridejos Community, College
Bunakan, Madridejos, Cebu

Sir:
Greetings of Peace!
We the BEED 3-A would like to inform you that we would like to request
permission from your good will to allow us to conduct our research study in
your locality. The data gathered will be used in the completion of the
research entitled “LIVED EXPERIENCES OF COLLEGE STUDENTS IN
MADRIDEJOS COMMUNITY COLLEGE ON MODULAR LEARNING”.
Rest assured that the data taken will be kept confidential.
Your approval of this request will be highly appreciated.

Respectfully Yours,
BEED 3-A Researchers

Dr. Candelario Aytona

School President
MR. REYAN DIAZ
Instructor

Republic of the Philippines Region VII,

Central Visayas Province of Cebu
Madridejos Community College
Crossing Bunakan, Madridejos, Cebu
November 25, 2021

Dear respondents:
Good day!
We are the Bachelor of Elementary Education – 3A Students of
Madridejos Community College, conducting a survey in line with our
research study entitled “LIVED EXPERIENCES OF COLLEGE
STUDENTS IN MADRIDEJOS COMMUNITY COLLEGE ON
MODULAR LEARNING”. This study sought to ascertain the lived and
learning experiences of students during the pandemic. This study can be
useful for you to further lighten your awareness on whether the modular
learning affect your performance academically. We would like to ask your
cooperation by answering the questionnaire honestly and completely. Any
information you will provide shall highly appreciated and we assure that all
information will be treated with utmost confidentiality. Thank you.

MARU, MARY PRIL C.

Group 3 – Facilitator

Noted by:
MR. REYAN DIAZ
Research Instructor Approved by: