i

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Nations around the world are becoming aware of the importance of early

childhood education. The United Nations Educational, Scientific and Cultural

Organization (UNESCO), Early Childhood Care and Education (ECCE) supports

the ECCE to promote human resource development, gender equality, and social

cohesion, and to reduce the costs for later remedial programs (UNESCO, 2019).

Thus, education in this crucial period creates significance for the development of

children while the kindergarten teachers have the access to educate the child’s

most impressionable years. Educators’ teaching strategies have a direct impact

on student achievement. Therefore, considering the kindergarten teacher’s

conditions and situations could help them to do their vital job for children and

societies. Teachers deserve recognition and support for their unique contribution

to the well-being of the entire society. The focus of this study was to give

kindergarten teachers a voice and allow them to describe their experiences in

facilitating the Modular Distance Learning modality.

In 2012, The Kindergarten Act (RA 10157) mandated the scope of early

education in preschool. Filipino children aged 5 – years old five-year-old shall

receive free and compulsory education to effectively promote their physical,

social, emotional, and intellectual development, including values formation so

they will be ready for school. According to DepEd, kindergarten is the transition

period from informal to formal literacy (Grades 1-12) considering that age five (5)
 2

is the crucial years where positive development and school readiness must be

nurtured. Kaushik & Marwaha (2014) mentioned that the skills and knowledge

that the child develops in the kindergarten classrooms have a great impact on the

aptitude and attitude of the child later in life. Erden (2010) specified that studies

have shown that early childhood education is the rapid development in the period

of children affected more by environmental factors.

On the other hand, due to the evolving global Coronavirus Disease 2019

(COVID-19) situation, there has been a big change in delivering the teaching and

learning process. Where the youngest children are the most vulnerable in this

time of pandemic, this has a direct effect on their emotional, social and physical

development.

That is why understanding the need to invest in very young children is so

important and to maximize their future well-being. Considering this crucial role,

according to the study of Vecchiotti (2003) that kindergarten is most often

overlooked in terms of research and education reforms.

Many schools moved children to distance learning at home to help contain

COVID-19 as the Department of Education (DepEd) opted to shift to flexible

distance learning to comply with the IATF protocol on temporary suspension of

classes leading to the shift in flexible learning modalities.

Under multiple flexible distance learning modalities that schools can

adopt, modular distance learning modality emerged as the most preferred in

DepEd’s distance learning program (DepEd, 2020). MDLM is most preferred

 3

since access to technology remains a problem for most students. Unfortunately,

this modality is associated with various risks, challenges and problems to both

teachers and pupils. One reason is that kindergarten pupils are not yet readers

and ready for this module.

Modular learning uses Self-Learning Modules (SLMs) based on the Most

Essential Learning Competencies (MELCs) provided by DepEd. This is an

approach through individualized instruction that allows learners to use self-

learning modules (SLMs) in print or digital format, whichever is applicable in the

context of the learner.

Learners can access electronic copies of learning materials on a

computer, tablet PC, or smartphone. The teachers will monitor the learners’

progress through learning task scores, feedback mechanisms, and when

possible, the teacher shall do home visits following social distancing protocols to

learners needing remediation or assistance. The learners may ask assistance

from the teacher via email, FB messenger, and text messaging (DepEd, 2020).

In Kindergarten East Cluster 4, Calamba Division, Modular Distance

Learning emerged as the most preferred learning modality. According to their

Learner Enrolment and Survey Forms’ (LESFs) results, parents cited the lack of

available gadgets and internet connection as the main reasons why they

preferred modular learning over other learning modalities. Typically, children from

low-income homes lack access to resources for learning and they are seldom

exposed to books or regular literacy practices such as storybook reading. Hence,

it is difficult for them to use materials provided by the school during lockdown
 4

without the help and guidance of the teachers. The issue on learning and

potential development is now a major concern when this gap cannot be bridged

by the school. This becomes evident in academic achievement later in life

according to Strauss (2019). So, in this new normal, kindergarten teachers

struggle on how to uphold the right to high-quality education and provide multiple

pathways to early learning experiences that can accommodate every

kindergarten learner. Collecting kindergarten teachers’ first-person thoughts,

accounts, and experiences of the phenomenon will help other educators and

administration understand curriculum constraints, obstacles, and best practices

that meet the needs of children.

Background of the Study

In public school, kindergarten Education is a prerequisite for Grade 1,

Republic Act 10157 or the Kindergarten Education Act. This is the foundation

stage of children where they develop the primary skills like reading, counting, and

social interaction. The sudden shift from classroom-based to distance learning

presented many challenges to kindergarten teachers in facilitating child’s early

learning experiences especially without enough training to adapt the mode of

distance learning. Almost a year since the pandemic started and back-to-school

are different this year.

Currently, teachers experiencing infinite challenges from distance learning

in reassuring that learning will be delivered to the students. Gatchalian (2020)

remarked that too many workloads for public school teachers causes stress and

anxiety levels, which would affect the quality of education. Aside from that, many
 5

teachers voiced concerns about the pressure that had been placed upon them

(Comanducci, 2020).

More so, there is a huge gap of learning between learning at home than

learning at school (Bonal & González, 2020). Based on Researchers and

international organizations, school closures affected the students’ learning and

the opportunities to acquire the most basic skills learned in the classroom. Most

particularly affected were most disadvantaged children (Quinn et al. 2016;

Cattaneo et al. 2017). Fortunately, the Modular Distance Learning that still

promotes the traditional way of learning makes it feasible for the access of

education through stable internet connection seems impossible for everyone.

However, this mode of learning is that once the teacher gave the module to the

parents, it is all into them on how they will deliver it to the children. Lucky for the

children who have hands-on and educated parents, opposite to some.

However, retrieving and checking the output of the students brought fear

to the teachers as they hold papers touched by different people already. This

may cause the possible threat of spreading the Covid-19 Virus. Aside from the

fear of contracting the virus from contaminated surfaces, kindergarten teachers

also worry about how to administer the Philippine Early Childhood Development

(ECD) Checklist considering the present crisis which disallows face-to-face

interaction. The Philippine Early Childhood Development (Phil. ECD) Checklist is

designed for service providers like teachers, rural health midwives, child

development and daycare workers, parents, or caregivers who can easily

 6

administer after a brief training period. This checklist is used to determine if a

child is developing adequately, or is at risk for developmental delays.

Moreover, kindergarten teachers in modular learning are concern about

the quality of education that the children will acquire this school year. The ratings

from the modules are not enough to tell if a kindergarten child is developing

adequately. Therefore, communicating with the parents and writing a note is one

of the sincere ways to address the concerns of the kindergarten teachers.

According to the study of Kagan (2010), taking on a temperament perspective on

how to best approach the emotional, social, and learning needs of the child can

help teachers and parents to tailor their approach to the child’s needs in this time

of the pandemic.

The researcher is also a kindergarten teacher and has experienced that

teaching kindergarten can be the hardest of all to teach, as they are the

foundation pieces of future learning. The researcher also observed that most of

the students who come to kindergarten not knowing any letters or numbers.

From these experiences, it has been observed that kindergarten learners

who have different needs have their challenges:

 They need more focus and careful attention since they also need

the presence of teachers.

 They have to be monitored to ensure that they learn accordingly.

Pupils prefer to listen to teachers rather than to their parents. They

believe more on teachers than their own parents.

 7

 Some of the parents do not let their kids finish the module and

activities by themselves. Parents are troubled about the

consistency of their child’s enthusiasm for studying at home.

 Distractions are one of the major issues. Every day the parents and

learner battle with unnecessary talking, personal devices, eating

food, and tardiness and so much more at home.

 Most of the activities in the modules of the pupils were handwritten

by their parents or guardians. In addition to that, few parents cannot

follow the distribution and retrieval schedule of the modules on

time.

 Unfinished activities, pupils’ handwriting, activities answered by

parents, and ignored Weekly Home Learning Plan (WHLP) are

some of the issues faced weekly.

The above-mentioned circumstances opted the researcher to conduct this

study to shed light on the issues and challenges of kindergarten teachers who

provide a great opportunity for nurturing a child’s development during these

important foundational years concerning facilitating modular distance learning

modality amidst the COVID-19 pandemic.

Theoretical Framework
 8

The study was anchored on three theories, namely, the Social Learning

Theory of Albert Bandura (1977), Sociocultural Theory of Lev Vygotsky (1934),

and Temperament Theory by Thomas and Chess (1970).

The Social Learning Theory (1977) states that children learn by imitation,

observation, and modeling. While learning was moved to the students’ homes

due to modular distance instruction, parents or guardians took on the role of

teachers. Thus, family support and motivation were needed to help the

development of the child’s early learning experiences when performing daily

activities. This study was supported by the concept of Social Learning Theory

due to children’s way of learning by imitation, with parents as the primary models

of learners, their attitudes, specific beliefs, thoughts, and feelings- cognitive

biases- may affect each learner’s learning process. Parenting behavior has an

impact on children’s socioemotional and cognitive development.

This study was also based on Sociocultural Theory of Lev Vygotsky.

According to this theory, children acquire behaviors and cognitive processes

relevant to their society through their social interaction within the family and with

knowledgeable members of the community.

Vygotsky called these people with higher skill levels the More

Knowledgeable Other (MKO). MKO could be teachers, parents, tutors, and even

peers. Adult or peer intervention in this context is thus an essential part of the

development process. As the Kindergarten East Cluster 4, Division of Calamba

will utilize the Modular Distance Learning in which printed materials will be given
 9

to the students for them to study and children need some help to perform the

task successfully.

Likewise, the study subscribed to the Temperament Theory of Thomas

and Chess. Thomas and Chess (1977) described Temperament as a behavioral

style, referring to the ‘how’ rather than the ‘what’ or ‘why’ of behavior . A large

body of literature indicates that temperament predicts a range of childhood

outcomes, including academic performance (Walker & Henderson, 2012). This

temperament style plays a role on how people behave and interact with other

people and within their environment. People have their own distinct combination

of personality or temperament traits. One may be similar to another person or a

child on one trait and different on another. Since, every person has his own

unique style of thinking, acting, and interacting with the world, there is no right or

wrong temperament. This can describe or bring context to a child’s behavior.

There is general agreement on the definition of temperament as referring to

biologically-based individual differences in behavioral propensities that are

apparent early in life and reflect early predispositions, and which are influenced

by contextual experience (Willoughby et al., 2015). Therefore, parental and

family involvement has always been essential to pupils’ learning and academic

success. For this reason, the researcher used the theory to spread awareness on

different child’s temperament to parents or guardians who contributed many

factors in the early learning experiences of kindergarten learners as children

learn from home as a result of school closures due to the COVID-19 pandemic.

Conceptual Framework
 10

To illustrate the connections of the different variables to the lived

experiences of the kindergarten teachers who facilitated learning modular

distance modality, a research paradigm was provided to understand the different

perspective of the participants.

Challenges
encountered in
administering Early
Childhood
Development Checklist
Facilitating factors in
Modular Distance
Learning

Lived Experiences of
Kindergarten Teachers
Coping strategies Challenges
conducted by the encountered in
kindergarten teachers the Distribution
and Retrieval of
Modules

Challenges
encountered in the
Preparation of Teaching
and Learning Materials

Figure 1: Research Paradigm

Figure 1 showed how the challenges encountered by the kindergarten

teachers in the Preparation of Teaching and Learning Materials, Administering

ECD checklists, in the Distribution and Retrieval of Modules, the Facilitating

Factors, and the Coping Strategies conducted by the kindergarten teachers

ensembled as their lived experiences.

The figure explained the interconnectedness of the variables involved in

this study to be able to determine the lived experiences of the kindergarten

 11

teachers in the Modular Distance Learning. The arrow pointing to one variable to

the box at the center showed their relationship. The lived experiences in MDL

may be due to the administering and conducting of Philippine Early Childhood

Development Checklist to kindergarten learners. The Modular Distance Learning

modality gave the kindergarten teachers various facilitating factors which enabled

them to get benefits on administering ECD checklists. On the other hand, there

were challenges that affected the kindergarten teacher’s ability in performing

their duties and responsibilities as the facilitators in early learning experiences of

kindergarten learners. Lastly, experience of the parents was also important as

their coping strategies as they performed to be able to surpass or overcome the

said challenges.

Statement of the Problem

The main objective of this study was to look into the issues and challenges

encountered by the kindergarten teachers of the East 4 Calamba Division in

facilitating the modular distance learning modality amidst COVID-19 pandemic.

The study aimed to answer the central question: What is the essence of the lived

experiences of kindergarten teachers in facilitating the modular distance learning

modality amidst the COVID-19 pandemic?

Corollary Questions:

What are the challenges that the kindergarten teachers experience in terms of

the following:

Crafting Weekly Home Learning Plan (WHLP);

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Teaching Approach;

Preparation of Learning Materials;

Distribution and Retrieval of Modules; and

Assessment?

What are the facilitating factors in the Modular Distance Learning of the schools?

What are the coping strategies facilitated by the kindergarten teachers in the

Modular Distance Learning?

What themes emerged from the responses of the participants?

Scope and Limitations

The study sought to describe the lived experiences of the participants as

regards to the issues and challenges of the kindergarten teachers in facilitating

modular distance learning modality.

Thus, the study comprised ten (10) kindergarten teachers from East 4 of

Calamba Division, Calamba City, Laguna, and who were chosen purposively.

East 4 refers to the seven (7) schools namely Maunong Elementary School, Jose

Platon Memorial School, Milagrosa Elementary School, Turbina Elementary

School, Puting Lupa Elementary School, Makiling Elementary School, and Real

Elementary School. Ten (10) kindergarten teachers from the said schools were

interviewed. More so, to ensure the intensity of the experience with the

phenomenon, participants were selected via criteria including at least three (3)
 13

years as kindergarten teachers and attended seminars or training regarding early

childhood development.

This included the qualitative type of research to gather information about the

lived experiences of the participants in facilitating modular distance learning

modality.

Significance of the Study

This study set sights on providing a clearer viewpoint on the challenges

and issues of kindergarten teachers in facilitating modular distance learning

modality.

Thus, the result of this research paved the way to meet the real needs of

kindergarten teachers and enabling them to teach and lead more strategically

and effectively especially in unanticipated events such as the COVID-19

pandemic.

Knowledge gained about this phenomenon helped the administrators to

better support teachers as they were able to use thoughts and experiences given

by the teachers in the study to help their learning environments improve.

The result of the study allowed the kindergarten teachers of to modify and

reinforce their teaching strategy and have a better understanding of how to

implement best practices and programs aimed at supporting flexible learning

instructions to kindergarten learners.

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The study was significant to school heads in crafting a more systematic

plan that responded to unanticipated events like the COVID-19 pandemic.

The study was significant to kindergarten learners to build independent

learning behaviors and develop strong creativity, intellectual curiosity and

enables kindergarten learners to work in a variety of ways and areas.

This study helped the parents understand their vital role in supporting and

spending quality time with kindergarten learners and how they might dictate the

learning process with their style of teaching.

Lastly, the study served as a basis for future researchers related to modular

distance learning modality and opens the possibility of formulating similar studies

that would deal with different variables related to other aspects of flexible

learning.

Definition of Terms

To facilitate clarity and understanding, the researcher defined the following

terms conceptually and operationally:

Assessment. This refers on the ongoing process of observing the learner

and identifying strengths, weaknesses, capabilities and needs and or,

advancement and delays to be able design appropriate activities and intervention

that address the learner’s needs. In this study, the Philippine Early Childhood

Development (ECD) Checklist used as assessment tool for kindergarten learners

of East 4 Calamba Division.

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Communication. The act of transferring information from one place,

person or group to another. In this study, communication with parents/guardians

is used as one of the coping strategies of kindergarten teachers in facilitating

flexible learning to kindergarten learners.

COVID-19 Pandemic. It is defined as illness caused by a novel

coronavirus and or known as Coronavirus Disease 2019, the outbreak of

respiratory illness cases rooted from Wuhan City, Hubei Province, China. In this

study, this pandemic cause to forced governments to impose closure of schools

and disallow face-to-face classes.

Flexible Learning. It refers to the design and delivery of programs,

courses, and learning interventions in such a way as to cater for student

demands for variety, access, recognition of diverse learning styles, and student

control over and customizability of the learning experience. In this study, flexible

learning refers to the modular distance learning modality as the most preferred

learning mode of delivery of schools in kindergarten East 4 Calamba Division.

Imitation. The action of using someone or something as a model. In this

study, this refers to kindergarten learners’ ability to learn things by watching their

parents/guardians, siblings, and peers.

Kindergarten Learners. They refer to children attending kindergarten

education offered to all five (5)- year old Filipino children to sufficiently prepare
 16

them for Grade One. In this study, this refers to kindergarten learners under five

(5) years old by August 1 and until October 31, 2020.

Kindergarten Teachers. These pertain to licensed individuals who

perform duties as educators and prepare and mold the young children to become

ready for their elementary . In this study, it refers to the kindergarten teachers

from East 4 Calamba Division.

Learner Enrollment Survey Forms (LESFs). This main enrollment

survey tools were used by every Region, School Division and school in designing

their respective learning continuity plan particularly in making decision on what

learning modalities will be implemented. In this study, schools of kindergarten

East 4 Calamba Division implemented the Modular Distance Learning Modality.

Learning Continuity Plan (LCP). A package of education interventions

that will respond to the basic education challenges brought about by COVID-19,

as the overall framework to govern School Year (SY) 2020-2021. In this study

this refers to the schools of kindergarten East 4 Calamba Division’s crafted

Learning Continuity Plan to effectively and efficiently address the educational

needs of all kindergarten learners employing modular distance learning modality.

Modular Distance Learning Modality. One of the several learning

modalities that involves individualized instruction that allows learners to use self-

learning modules (SLMs) in print or digital format/electronic copy. In this study,

 17

Modular Distance Learning emerged as the most preferred modality in

kindergarten East 4 Calamba Division.

Module. Defined as a unit, chapter, topic, or segment that is a “self-

contained” chunk of instruction. In this study, module refers to the PIVOT 4A

Self-Learning Materials (SLMs) provided by Region 4A and supplementary

activities from Calamba Division to be used by kindergarten learners in modular

learning.

Most Essential Learning Competencies (MELC). These simplified lear-

ning competencies is part of the Department of Education’s response to develop

resilient education systems during COVID-19 pandemic by focusing only on the

most important lessons. In this study, the learning competencies used are based

on DepEd Most Essential Learning Competencies (MELC) of Kindergarten.

Social Interaction. Social exchange between two or more individuals. In

this study, social interaction used as one of the important behaviors that the

kindergarten learners need to be developed.

Parents. Refers to a father or a mother. In this study, the word parent

could mean guardians or whoever is with the kindergarten child in their home in

facilitating modular learning.

Temperament. 

The emotional character or state of mind of people or animals,
 18

as shown in their behavior. In this study, understanding the child’s temperament

was specified in order to give awareness on parents and kindergarten teachers

of East 4 Calamba Division to foster a nurturing environment for the kindergarten

learners and prevent many complications before they arise.

Webinar. A seminar conducted over the internet. In this study, webinar

refers to those trainings and seminars attended by the kindergarten teachers of

East 4 Calamba Division via zoom or google meet.

CHAPTER II

REVIEW OF RELATED LITERATURES

This chapter contained the review of related literature that have been the

source of information of the researcher in the formulation of this study.

The presentation was delivered in thematic form whereas the literature

reviewed were consolidated according to the subject of discussions.

Flexible Learning

The fight against the threats to COVID-19 pandemic suffered profound

effects and impacts on almost all sectors in the human race. In response to these

situations, educational leaders decided to adopt the flexible distance learning.

Thus, in flexible distance learning students can study where they feel most

comfortable to their classes. While learning will situate at home, it is also easier
 19

to complete other hobbies and housework. More so, many students are able to

get things done in a safe and relaxing environment. Flexible learning is a broad

term with different interpretations (Li & Wong, 2018). Flexible Learning is the

design and delivery of programs, courses, and learning interventions that

address learners’ unique needs in terms of place, pace, process, and products of

learning.

FL uses of digital and non-digital technology, and covers both face-to-

face/ in-person learning and out-of-classroom learning modes of delivery or a

combination of modes of delivery. The main goal of flexible learning education is

to overcome barriers of place and time. Müller et al. (2018) stated that flexibility

must be present in at least one of the following learning dimensions: time, place,

pace, learning style, content, assessment, or learning path. From an institutional

point of view, this also implies a change in the organization of teaching and

learning. For example, the content must be made available in such a way that

students can access it anytime and anywhere. This design is the most basic form

of flexible learning.

For such a blended learning setting to become a flexible learning design,

not only does classroom teaching have to be enriched. The course must be

restructured fundamentally to give learners higher degrees of freedom. Thus,

students should be able to study more independently of time and place and/or be

able to individually determine content, assessment, learning path or the pace and

style of how they learn.

Implementation of School Continuity Plan

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As a response to the need to continue education amid the restrictions

posed by the COVID-19 crisis, the Philippines through the Department of

Education (2020) collaboratively developed the BE-LCP for the school year

2020-2021. Using participatory approach, the Learning Continuity Plan (LCP) as

the roadmap or framework was developed by the Department of Education. The

primary purpose of LCP was to provide guidance to the Department on how to

deliver education in this time of crisis. Another important consideration of this

LCP was to ensure the health, safety, and welfare of all learners, teachers, and

personnel of DepEd.

The key components of the plan include: (i) streamlining the K to 12

curriculum to the Most essential Learning Competencies (MELCs); (ii) multiple

learning modalities, with blended learning and distance learning as major

options; (iii) preparing teachers and school leaders for multiple learning delivery

modalities: (iv) minimum health standards in schools and workplaces; (v) Balik

Eskwela, Oplan Balik Eskwela, and partnerships; (vi) finance, procurement and

delivery, and monitoring and evaluation adjustments (DepEd, 2020).

The LCP (DepEd Order No.12 s. 2020) contained two major parts: 1.) the

rationale which includes the nature of the school which include government

recognition or permit number, accreditation, and its classification whether small,

medium or big school. and 2.) the operationalization home-based learning

through modular, online or a combination of modular and online or the blended

approach which was a part of the LCP. This was a very comprehensive plan in
 21

response to the new normal in education. All these require proper preparation,

brainstorming, meeting, survey and coordination.

According to Briones (2020), the basic education learning continuity plan

in the time of Covid-19 was created in order to continue providing education

despite Covid-19 Pandemic. She pointed out that education must never stop

amidst challenges and difficulties faced now and in the future. This LCP was a

collaborative effort of the Department in consultations with advisers, legislators,

executive directors, teachers, parents, learners and the general public.

To address the impact of Covid-19 in the Philippines, DepEd affirmed its

commitment on the delivery of quality education relevant to the basic education

services anchored on its slogan “Sulong Edukalidad” framework (Pascua, 2020).

It was also pointed out that the revised MELCs are part of the DepEd’s response

to develop resilient education system especially during emergencies to be rolled

out for SY 2020 - 2021.

Thus, the MELCs was an essential requirement to continuously produce

holistic Filipino learners acquiring the 21st century skills despite the use of

distance learning. Aside from following MELCS, schools were also required to

observe protocols in the LCP. Necessary adjustment in operations had been

made to meet the objectives of the Learning Continuity Plan, including financial

management systems and procedures such as the allocation, use, and

monitoring and reporting of Maintenance and Other Operating Expenses

(MOOE)
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Modular Distance Learning Modality

Modular distance learning modality, the use of print modules, is one of

flexible learning delivery options creating an immense challenge in distribution

and utilization. While schools have a budget allocation for the shift to flexible

learning program, this budget can be easily depleted due to the sheer number of

modules that need to be printed.

Unfortunately, the reproduction cost of this printed modules is a big

problem as schools were forced to find ways to raise funds pointed out by

Raymond Basilio, secretary general of the Alliance of Concerned Teachers

(ACT) cited in an article written by Magsambol (2020). With the schools’

Maintenance and Other Operating Expenses (MOOE) almost depleted, schools’

resort to soliciting private donations and maximizing teachers’ personal printers

just to jumpstart the reproduction of modules. Aside from this, teachers were

working hard to deliver quality education to students. Some teachers have to

travel to remote areas to drop off the printed modules for their students.

Modular Distance Learning Modality is the only learning delivery mode

that is feasible in all learning modalities which was also recently reported to be

the most preferred option for learners in the country (Abad, 2020). This is favored

because it does not necessarily require electricity access nor technology and

internet access. Since the majority of households have televisions, they can also

access learning materials aired on some TV channels. Students asked

assistance from their teachers through the use text messages or phone calls and

other digital platforms.

 23

Since the platform is new for both teachers and students, this has brought

challenges. Tumapson 2020 suggested ‘adopt quickly’ response to continue the

teaching and learning process amidst the pandemic. However, Basas (2021)

asserted that the modular learning has created extra work for the Philippines’

42,000 public school teachers. Thousands of academic books had to be

compressed and printed into hand-outs. Additionally, the school needs to ensure

the availability of disinfecting paraphernalia at all times. Gatchalian (2020)

remarked that giving public school teachers with too many workloads increased

their stress and anxiety levels, which affected the effectiveness and quality of

instruction. Many teachers voiced concerns about the pressure that had been

placed upon them (Comanducci, 2020).

In this time of pandemic, parents or guardians play an important role in the

implementation of modular learning. They guide their children studying in the new

modality. Hower, not all parents and guardians have the ability to do so. Most of

them are having a hard time because of skills and knowledge gaps.

These are some of the challenges parents or guardians are facing in their

children’s learning through modules.

- Most parents are working. If afford, they find for tutors or alternatives.

-Some parents only have time after work.

-Others have two or more siblings to assist.

-Some students are independent; some badly needed assistance.

 24

-Even parents and guardians are challenged to comprehend the lessons.

-Deadlines for module submission also create pressure on students and

parents

-Some students only work on their modules for compliance; this does not

assure learning.

The Kindergarten

The Enhanced Basic Education Act of 2013 (RA 10533), also known as

the “K to 12 law,” mandated the government to “create a functional basic

education system that will develop productive and responsible citizens equipped

with the essential competencies, skills and values for both life-long learning and

employment.” Despite curricular improvements and policy changes that

increased access to education, the Philippine basic education sector continues to

face several challenges as it seeks to improve the quality of education in the

country. It is anchored on the principles of developmentally appropriate practices

(DAP) which immerses the learners in meaningful experiences thru engaging

play-based, and child-centered activities.

Thus, the policymakers and educators agreed that the academic success

of a child is dependent on being ready to learn and participate in a successful

kindergarten experience. Children’s earliest patterns of academic achievement

and school behaviors are likely to persist throughout their school careers

(Duncan & Magnuson, 2011). Meaning that children who struggle during the
 25

transition into Kindergarten are at risk for continued struggles as they grow within

the school system. From this perspective, one of the ways to support children

during the Kindergarten transition is to support their early development of the

skills they will need in order to take advantage of Kindergarten opportunities.

Important part of the learning process are the Curricular and co-curricular

activities. These activities developed the skills and talents of kindergarten. Naii

(2018) pointed out that extracurricular activities developed students’ self-

confidence to become well-rounded individuals. However, due to pandemic, all

school activities were postponed except those that can be done through online.

The Philippine Kindergarten Curriculum Standard was first implemented in

2012 but underwent revision in 2013. It contains the seven (7) domains which

are: gross motor; fine motor; self-help; receptive language; expressive language;

cognitive; and social-emotional. Knowing the seven domains of childhood

development can help teachers, parents and guardians to positively foster the

child’s early learning experiences in this time of pandemic.

Children’s Temperament

Thomas and Chess (as cited in Gruber, 2014) identified that there are nine

characteristics of temperament after evaluating the study related to child’s

behavioral style. The study focused on how temperamental qualities influence

adjustment throughout life. Exploring the child’s temperament may provide

important insight about how the child is responding to the environment around

them.
 26

In the new normal, learning on the part of the students was really

challenging. Due to sudden shift, it was difficult for them to adjust to the new

system. It required proper orientation and familiarization of the new normal. The

learners were supported to adapt the new learning modality and grasp the

lessons at their own pace assisted by their parents and or guardian.

Social Interaction

Children’s early social interaction in the right environment developed their

strong language skills, creativity, empathy, communication and confidence.

Experiences and relationships of children shaped their social and emotional

development (Claessens 2012). Denham et al., 2014 mentioned that predictors

of children’s developmental issues are the social and emotional learning

problems.

Boyce (2011) suggested the vital component of social learning theory: the

environment, individual behavior, beliefs, and perceptions.

Bandura’s social learning theory involves observation, imitation, and

modeling, while Vygotsky’s sociocultural theory involves learning through social

interaction.

Family, peers, and other individuals’ influences were responsible for

developing their higher-order functions thus through social interactions. Children

form meaning to the world around them. Proximal process views the role of

adults as powerful in their interactions and relationship with the developing child

(Hayes et al., 2017). Dynamic relationships are informed and shaped by the
 27

characteristics of the adults and child involvement, the context in which they take

place, and the time in which those relationships are embedded (Hayes et al.,

2017).

Social interaction helps young children develop their sense of self, and

learn from what others expect from them. The parents play a big role in the

development of their child in the new normal of teaching and learning. Their

critical role is addressed at the beginning through a consultative session in the

adaption of the learning modality. According to Kuruvilla (2020), the role of

parents in the flexible learning is important. Since students are home-schooled,

they have to monitor the development and performance of their child on their

day-to-day activities during the independent learning hours. Without the help of

the parents, teachers will not be able to meet the desired learning outcomes at

the end of the day.

Rich (2020) stated that parents should help their children adjust to the

situation. The level of the children’s stress and anxiety increase due to the

challenging times. Their role intensifies as their children are home-schooled. The

support of the parents is critical to the learning development of the children in the

absence of the teachers.

(Bukowski et al., 2011). Stated that parent-child relationships are not the

only significant relationships in a child’s life but also the peer relationships. Social

interaction with another child who is similar in age, skills, and knowledge leads to

the development of many social skills that are significant for the rest of life. The

foundation for a child’s success in school and life is built during the early years of
 28

brain development, when learning is greatly influenced by experiences,

environments, and relationships. These influences can impact the neural,

cognitive, social and emotional development of children before they enter

kindergarten (Friedman-Krauss, et al, 2016).

Since the whole concept of learning has shifted to home, children miss out

on instruction from one of their best teachers which are their peers. A strong

partnership between home and school plays a pivotal role in student success,

particularly during early years when students are developing the academic

foundational skills that will help shape much of their future education. Parental

education expectations contribute to the development of self-regulated learning

on children, where students become reflective learners, with positive attitudes

regarding their own learning (Xu et al., 2010).

Kindergarten Teachers

During this time of crisis, the role of the teachers plays a big and

challenging part on the teaching and learning process using the chosen

modality. The role

becomes more significant as compared to the normal classroom setup.

In the new normal, the teachers need to be available at all times in case of

queries from the students and parents. Teachers should be more creative and

motivate their students to actively collaborate in distance learning and engage

them to a deeper learning so that the desired learning outcomes are met

(Tuscano, 2020).
 29

Given the current situation worldwide, it is the prime responsibility of the

teacher to ease the fears and anxieties of the children. In reality, it will not be

easy to educate the children something beyond their grasps such as the

pandemic. For this, training of teachers on the facilitation of the new normal

teaching and learning is indeed necessary requirement. Certification and training

programs on the use of various platforms is required as well us preparation of

modules and supplementary activities.

Kindergarten teachers need to be equipped with skills and knowledge as

they hold an essential place in the teaching of early learning experiences. DepEd

Order No.12, s. 2012 or The Revised Guidelines on the Hiring of kindergarten

applicants set the requirements for qualified kindergarten teachers.

The occurrence of COVID-19 pandemic has provided the kindergarten

schools of East 4 Calamba Division to consider the flexible learning modality.

The sudden shift from classroom-based to distance learning presented

challenges to kindergarten teachers but more difficult for some kindergarten

teachers who are not graduated from early childhood education especially

without enough training in facilitating child’s early learning experiences to adapt

the mode of distance learning.

The Philippine Early Childhood Development (Phil. ECD) Checklist

The ECD Checklist is designed for service providers like teachers, rural

health midwives, child development and day care workers, parents/caregivers

who can easily administer after a brief training period. By using the checklist,
 30

teacher and others will be able to determine if a child is developing adequately,

or is at risk for developmental delays. The purpose of ECD is to determine the

child’s developmental skills and performance across the different domains. The

teacher/facilitator should utilize different methods and strategies to assess the

child’s needed educational intervention. These include observation, direct

account of the child’s behavior, and also interview of the parents or guardians.

The Checklist is not for medical diagnosis; to determine a child’s

intelligence quotient or IQ; and to gauge child’s academic achievement. This is

administered as the first of several steps in a comprehensive assessment

process that a child at risk is expected to go through. In this way, the child can

get the help that he needs as early as possible.

The Checklist is divided into 7 domains: Gross Motor, Fine Motor, Self-

Help, Receptive Language, Expressive Language, Cognitive and the Social-

Emotional. Pursuant to the provisions of DepEd Order No. 47 s. 2016, the

administration of Contextualized ECD checklist shall be administered amidst

COVID-19 pandemic.

With the aforementioned review of literature, the researcher opted to

conduct a study investigating and exploring the lived experiences of kindergarten

teachers on modular distance learning modality.

Synthesis
 31

The collection of ideas presented in this chapter provided an in-depth

understanding of the main focus of this study-- the lived experiences of

kindergarten teachers who have the access to educate the child’s most

impressionable years and served as the facilitators of the early learning

experiences to kindergarten learners under the Modular Distance Learning

Modality.

In the new normal, the teachers must be available at all times even

though they are working at home to entertain queries from the students and

parents, and to ensure the continuity of learning in modular modality.

The literatures reviewed in this study have revealed the experiences of

the kindergarten teachers in the implementation of the Modular Distance

Learning modality wherein they need to administer the Philippine Early Childhood

Checklist as a parameter for the necessary adjustments on the teaching

strategies as set in the policy guidelines of DepEd amidst COVID-19 pandemic.

Despite the pandemic, it is necessary to assess the developmental progress of

each kindergarten learners to be able to identify possible developmental

problems, provide appropriate learning modules, and determine appropriate

early intervention programs.

Kindergarten teachers were also need to prepare, distribute and retrieve

the Learning Modules as the instructional tool in this modality. In kindergarten

years, most of the lessons require the presence of facilitators. They have to be

watched to make sure they are learning. Without the help of a teacher or parent

to guide the learning process, it may be difficult for them to use the materials
 32

schools may have provided. When this gap will not be bridged, there is a risk of

leaving the child’s potential untapped and never being fully developed. Thus,

kindergarten teachers and parents must work together in facilitating the learning

experiences of learners. When the children see the care and connection between

both parties, the children becomes more invested in their own role within the

partnership. In such situations, it has been recommended also that parents

should communicate with the teachers to be taught interventions on how to

provide emotional support to children at times of uncertainty.

It was revealed that kindergarten teachers were disturbed about the

quality of education that the children will acquire this school year, especially if

most parents are working. Lucky for the children who have hands-on and

educated parents, opposite to some.

It is evident that some schools had taken appropriate measures in this

time of crisis to ensure that education is not compromised and children can retain

at least some part of their routine lives even staying at home. Preparing

worksheets, sending daily reminders through texts and fb messenger and

involving school utilities and parents in the process are achievable and potentially

effective ways to maintain the flow of modular distance learning. Kindergarten

teachers also pushed for the use of textbooks instead of costly printed learning

modules. Additionally, if the existence of uniform textbooks will be restored many

parents or guardians will have the opportunity to better understand and teach the

lessons taught in kindergarten over the years.

 33

The reviewed literature has provided a deeper understanding of the worth

of kindergarten teachers in the developmental progress of the kindergarten

learners. Kindergarten teachers have a lot of the same responsibilities as other

teachers but also have to take into account that most of their students will be

experiencing school instructions for the first time and those instructions need to

be very precise yet easy to understand especially during this time of distance

learning. Modular Distance Learning has developed as a viable alternative to

traditional schooling techniques, and it should be optimized to deliver critical

learning skills to children at home while utilizing the limited resources available.

CHAPTER III

RESEARCH METHODOLOGY
 34

This chapter presented the research approach, method and technique that

will be used in the study - the sampling technique, description of the participants,

data-gathering procedure and treatment for qualitative data that were utilized in

the conduct of the study.

Research Design

This study utilized the qualitative research design. Among the several

types for conducting a qualitative research, the researcher considered the

phenomenological study with the transcendental phenomenology as a

methodological approach. The phenomenology was used to describe structures

of experiences gained in order to arrive at a deeper understanding of any given

phenomena (Ceyhan et.al, 2011).

The research design was appropriate for the study since the researcher

looked into the lived experiences of kindergarten teachers who have been

facilitating the modular distance learning modality.

The transcendental phenomenology method developed by Moustakas

(1994), included the processes of participant selection, data collection, and data

analysis (MacTaggart, 2018). These methodologies provided the means to

understand the phenomenon, inquire the lived experiences of kindergarten

teachers as the phenomenon, and reached the essense of shared essence of

kindergarten teachers’ experience in facilitating modular distance modality.

Moustakas stated that transcendental phenomenology meant looking at a

phenomenon with a fresh eye (Chun, 2013).

 35

Transcendental phenomenology focuses on people’s meaning of a lived

experience of a concept or phenomenon. The researcher needs to have

experienced the phenomenon and she has to refrain from being bias. Its

purpose is to describe the essence and the nature of experiencing phenomena

(Neubauer et. al, 2019).

Moreover, according to Moustakas (cited in the work of MacTaggart,

2018), phenomenology is a study of consciousness from the first-person point-of-

view; those that experience the phenomenon first hand offer the truest meaning

of it, which in this case is the experiences in facilitating modular distance learning

modality of kindergarten teachers of East 4 Calamba Division due to COVID-19

pandemic which disallow the traditional face-to-face classes.

Sampling Technique

The study used the purposeful non-random sampling technique for the

selection of the participants for the study. Purposive sampling was used as the

researcher solicited persons with specific characteristics to participate (Johnson

& Christensen, 2012). To select participants for a qualitative study, most

researchers use purposive or purposeful sampling (Koenig, 2020). The

researcher selected carefully selected particular elements from the population

who will serve as representative or informative about the topic (Yazon, 2017).

This requires that participants are knowledgeable about or have experienced the

phenomenon of interest (Cresswell & Plano Clark, 2011). The study is intended

to ascertain the essence of the lived experiences of kindergarten teachers in

facilitating the modular distance learning modality.

 36

Purposively selected participants are more willing to participate and

contribute to the research, directly related to the field of study (Etikan, 2016). The

researcher used the ten (10) total population of kindergarten teachers from

schools of East 4 Calamba Division as the participants of the study.

Participants of the Study

The participants of the study were the kindergarten teachers of East 4,

Calamba Division. The participants were given code names for this study to keep

their identity and ensure the confidentiality of the information. As Moustakas

(1994) stated which cited in the work of Chun (2013), the qualitative researcher is

participatory. In this study, the researcher is also a kindergarten teacher.

Thus, the study employs Modified Stevick-Colaizzi-Keen method of

Moustakas which dictated that the researcher was one of the participants, and

the other participants were co-researchers (Chun, 2013).

The table below showed the participants involved in this study. As shown

in the table, the researcher chose to involve kindergarten teachers with almost

similar profile to ensure the reliability and validity of the statements relevant to

their lived experiences.

It was also of big help for the researcher in the extraction of the themes

from their responses as needed in this study.

Table 1. Participants’ Information

 37

PARTICIPANTS’ PARTICIPANTS’ Sex Age Education Years of Kindergarten

CODE PSEUDONYM Teaching Trainings
Experience Attended
in
Kindergarten

BEEd
Participant 1 Eden F 31 4-10 6-10
Graduate

25 BEEd 0-3 6-10

Participant 2 Helen F
Graduate

33 BEEd 4-10 More than 10

Participant 3 Abigail F
Graduate

24 Pre-Elem 0-3 6-10

Participant 4 Marie F
Graduate

23 BEEd 0-3 6-10

Participant 5 Jordan M Graduate w/
ECE units

29 BEEd 4-10 More than 10

Participant 6 Dearlyn F
Graduate

40 BEEd More than 10 More than 10

Participant 7 Rose F
Graduate years

35 BSEd 4-10 6-10

Participant 8 Jennifer F Graduate w/
ECE units

41 BEEd 4-10 0-5

Participant 9 Lea F
Graduate

50 BEEd 4-10 6-10

Participant 10 Vangie F Graduate

There were 10 participants. The researcher had given them pseudonym to

keep their identity and for the confidentiality of the information they divulged.

Research Instruments
 38

The research followed a phenomenological design using in-depth, semi-

structured, asynchronous interviews, and an online Focus Group Discussion held

via google meet. The researcher-made interview consisted of eight (8) open-

ended questions. This study utilized self-made interview guide questions which

were checked by the Curriculum Implementation Division Chief of Calamba,

Kindergarten Supervisor of Calamba, and Associate Dean of PNU Visayas. Their

comments and suggestions were considered for the improvement and for the

final drafting of the instruments. Please see Appendices for the Validation Sheet.

Beyond the open-ended questions, some demographic information was also

collected such as age, sex, educational attainment, years of teaching experience

in kindergarten, and the number of kindergarten trainings attended for the last

three years.

Data-Gathering Procedures
Before the conduct of the interview, the researcher obtained permission

from the Schools Division Superintendent (SDS) of Calamba. Upon the approval

of the SDS, the researcher then sent a letter of request addressed to the school

principal, school heads and District Supervisor of East 4 to allow the concerned

kindergarten teachers to participate as participants of the study.

The researcher used the asynchronous interview. The researcher did this

method due to an unexpected circumstance that caused her to move to other job.

Due to that incident, since she was no longer part of the education department,

she decided to send the questions to the participants' email and Facebook

messenger. Each participant was given considerable time and was asked to
 39

accomplish the form at their most convenient time. The method allowed both

interviewer and respondents to select suitable interview times, provided time to

consider questions and responses, and eliminated the need for transcription. All

the gathered information was encoded verbatim, tabulated, and analyzed.

Interview and Observation

The researcher interviewed the 10 kindergarten teacher-participants who

have passed the set criteria provided which is suited to satisfy the statement of

the problem. The researcher solicited the permission from the Office of Calamba

Divisions Superintendent for the conduct of the study. She also solicited the

confirmation slip from the participants via fb messenger. Upon the gathering the

confirmation from the participants, the researcher asked them about their ability

for the conduct of the Key Informant Interview.

Before starting the Key Informant interview with the kindergarten teacher-

participants, the researcher ensured that the safety and the health protocols were

observed. She also observed the voluntary participation of participants and

respected their rights to withdraw from the study at any stage if they wish to do

so. The researcher conducted asynchronous interviews among the ten

participants. Each participant was given two weeks to answer each question and

present their true experiences.

After the asynchronous interview, Online Focus Group Interview followed.

The focus group session was then conducted for clarifications of data thru google

meet. The researcher sent them a copy of the questions which were asked

during the asynchronous interviews. The reason why the researcher used this
 40

process of interview was due to the needed for the responses to be recorded in

detail and make the data clear. By listening to their ideas and their answers to

the questions, the researcher examined the meaning in order to gain clearness

and correctness in the clarification of information being gathered. The researcher

listened to their real-life stories and experiences in facilitating the Modular

Distance Learning Modality.

Ethical Consideration

A phone call and e-mail was made to each participant so they fully

understood each aspect of the study before they agreed to participate. The

authors of different literature and different studies that was been used in making

different parts of the research had given a proper citation. Informed and voluntary

consent was ideal. As cited in the book of Grove et. al (2015), privacy means the

freedom of an individual to determine the time, extent, and general

circumstances under which private information can be shared with or withheld

from others. Therefore, the study assured that the participants have completed

their consent form which expressed their willingness to be part of the study. All

possible measures were taken to protect subjects from potential physical,

psychological, or social damage during the research and after the circulation of

the results. All efforts were taken to reduce ethical breaches regarding this study.

Coding

Qualitative data is defined as any non-numerical and unstructured data

used to provide an understanding of the study (Medelyan, 2020). Saldaña (2015)

 41

mentioned that the good quality of qualitative research is based on proper

coding. Coding is the process of identifying concepts from the collected

qualitative data and is used to aid the researcher in understanding the

perspectives of the participants’ experiences.

The codes will be extracted from the responses of kindergarten

participants that will be emerged in the interview questions. It will be done

manually and it aimed to organize, extract, isolate, or identify emergent themes in

the data. This is a critical phase of explicating the data that leads to the essence

of the phenomenon.

In this study, coding allows the data to be broken into manageable parts,

and thus able to be clustered for meaning to gather exhaustive descriptions of

the experiences of the participants in facilitating Modular Distance Learning

modality.

Treatment of Qualitative Data

The process of analyzing phenomenological data required the researcher

to follow a rigorous systematic procedure. However, before the process can

begin, all preconceived ideas and judgments about the phenomenon must be set

aside, which is referred to as epoche. The epoche requires the researcher to set

aside personal bias and preconceived ideas to describe a phenomenon in terms

of its meaning. According to Moustakas (1994), one way to understanding a

phenomenon is to use a data analysis approach that allows for the development

of themes, expressive categories, patterns, or innovative ideas using the

phenomenological data analysis method.

 42

This study, used the Modified Stevick-Colaizzi-Keen Method of Analysis of

Phenomenological Data, as outlined by Moustakas (1994) and cited in the work

of Chun (2013). In this method, epoche by the researcher was the first set of data

analyzed. Therefore, this method dictated that the researcher must have

experienced the phenomenon. Its objective is to describe and make sense of the

participants’ lived experience of a phenomenon.

The first step started with the researcher’s epoche. During this process,

the researcher viewed all data with a fresh set of eyes by revealing all biases as

it related to the phenomenon of personalized instruction (Moustakas, 1994).

Next, the researcher started the process of transcendental-phenomenological

reduction. During this process, the researcher considered the phenomenon from

the different perspectives of the participants by considering each participant’s

described statements (Moustakas, 1994).

Likewise, the researcher recorded all relevant statements and began the

process of segmenting invariant horizons by looking for non-repetitive

statements. The researcher clustered the invariant meaning units into themes.

Next, the researcher combined the invariant meaning units and themes ending

with a textual description of the phenomenon including exact quotes from the

participants. The next step in this process included imaginative variation which

the researcher used the textual descriptions to construct a structural description

of the experience. Then, the researcher synthesized this information by

combining the textual and structural descriptions to form the essence of the

experience. This process was repeated for each participant until saturation was
 43

reached. Finally, the researcher combined the textual-structural descriptions into

an overall description that represented the essence of the experience for the

entire group of participants that answered the study’s research questions.

Theoretical Saturation

Saturation is a difficult concept to define as it varies across studies

(Fusch & Ness, 2015). Many researchers consider saturation in terms of the

number of participants; however, data as a balance between both thick in

quantity and rich in quality provides a useful frame for saturation (Dibley, 2011). It

is a criterion for determining the validity of a data set.

There is a direct link between data triangulation and data saturation; the

one (data triangulation) ensures the other (data saturation). Data saturation is

reached only:

- when there is enough information to replicate the study (O’Reilly &

Parker, 2012; Walker, 2012),

-when the ability to obtain additional new information has been attained

(Guest et al., 2006),

-and when further coding is no longer feasible (Guest et al., 2006). Rich

and thick data descriptions obtained through relevant data collection methods.

In other words, data triangulation is a method to get to data saturation. In

this study, the researcher determined the point of data saturation once the data

has been analyzed and accumulated the themes from the responses of the

participants.
 44

Trustworthiness

Trustworthiness established the credibility, transferability, dependability,

and confirmability of a qualitative study.

According to Anney (2014), trustworthiness in a qualitative study aims to

support reasons that the study’s findings are important. In order to assure the

validity of the data and result of the study, the researcher set aside all the

preconceived ideas on the phenomena (epoche) and utilized the bracketing

process to avoid making personal judgments in the whole process of the study.

The transcriptions were submitted to each participant for validation and

confirmation of their shared testimonies. In order to validate the research, the

researcher consulted some of the Key kindergarten teachers and the

Kindergarten Supervisor to check the result of the interview. with the

respondents. also some experts for the files of the recorded interview to make

the information clear. This process helped the researcher to give clear and

meaningful result to the study. Researcher validated the data from co-

researchers` answers. During this process, the researchers can work

collaboratively and understand more about the data with the help of a second

researcher. Through these processes the researcher assures that the data is

credible in this research.

Credibility

The researcher selected the most appropriate sample size for ensuring

the richness of data. Then, the research instrument was also validated by the

Supervisor and Key Teachers of East 4 Kindergarten. After gathering all the data
 45

coming from the interviews, the researcher transcribed the interviews verbatim

with her co-researchers to fully understand and verify the data. This checking

strategy will comply with conformability which means that the data accurately

represent the information that the participants provided and the interpretations of

those data are not invented by the researcher as stated in the article wriiten by

Polit & Beck, (2012). The researcher respected the ideas and answers of the

participants by only transcribing their answers and and let the professional

language editor fix all aspects of grammar, and still keeping the thought of the

message.

Moreover, to attain the credibility of this study, each of the findings in the

theme extracted from the responses of the participants were supported by

justifications and also related literature from previous researches and literature

that have been conducted and or published. Authors of different literatures were

cited based on the research ethical considerations. These researches are the

supporting details on some of the facts, information, and findings resulted from

the interviews and focal group discussions with the participants.

Originality

Originality is one of the most important criteria for a successful thesis.

According to Greifenedere et. al, (2014). The researcher also ensures that the

variables are on the prime objectives of the study and suited to explore the lived

experience of the kindergarten teachers who are facilitating the Modular Distance

Learning modality. The researcher also sought to divulge the realities which have

not been found by the previous researches.

 46

The researcher believed that this study demonstrated originality because it

was conducted in a different context, different participants, and the different

purpose of the study in response to an unexpected event such as COVID-19

pandemic.
 47

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presented the data derived from the qualitative research

conducted. This study specifically investigated kindergarten teachers’

perceptions and experiences in facilitating modular learning modality which

utilized a transcendental-phenomenological approach to capture the uniqueness

of the participants’ lived experiences.

The following tables provided the findings collected through the Key

Informant Interview (KII) conducted with the participants on the eight (8) interview

questions. Their answers were transcribed and analyzed.

Specific Question No. 1: What are the things you need to consider in
creating a class program or Weekly Home Learning Plan?
Table 2: Transcribed statements of the participants on their experiences
and challenges in the Preparation of Teaching and Learning Materials
specifically in terms of creating Weekly Home Learning Plan.
Participants Responses Researcher’s
Observation
Eden In creating a class program there The participant
are things to be considered. First emphasized the
the knowledge about the importance of
streamlining of learning considering MELC and
competencies for school year 2020- PIVOT 4A learning
2021 which is the Most Essential materials.
Learning Competencies (MELCs)
that serve as a primary reference of
all schools while adapting to the
challenges caused by the pandemic
and followed by the accomplishment
of tasks contained in PIVOT 4A
 48

modules.
Helen There are lot of things to consider in The participant
creating a class program, especially demonstrated deep
our school is adopting Printed sense of concern to
Modular Modality. We considered parents.
the availability of parents for they
are the one who will guide the pupils
at home because most of them are
working parents too.
Abigail The WHLP instructions were The participant showed
translated to Tagalog for parents to compassion to parents’
understand it comfortably and abilities.
easily.
Marie Another thing to consider is the The participant showed
ability of parents on how to relay compassion to
learning to their children. considered parents’
Translating WHLP from English to abilities.
Tagalog among our parents would
be great help them to explain,
scrutinize the lesson and activities
to their children.
Jordan Every teacher strives to find new and The participant showed
interesting ways to improve their dedication to his work.
lessons plans to ensure that all of their
students have equal chance to reach
their full potential. In creating class
program we need to consider the
following, the time constraint, the
blocks to time, and the arrangement of
activities from opening up to ending.
The collaboration of each department
in managing class program etc.
Dearlyn I need to consider the time and the The participant
program that I need to include and answered the question
also I need to consider the parents brief but precise.
because they are the one who will
guide the pupils at home.
Rose The availability of the parents to The participant
assist or help their children and also recognized the situation
the materials they are going to use of parents and carefully
in doing their lesson at home. analyzed the class
program to be used in
this time of distance
learning.
Jennifer We are challenged to create classroom The participant is
program that is suitable for our sensitive to the needs of
learners. Availability of parent who are learners and to the
teaching their child is another factor to
 49

consider and the capacity of situation of parents.

parents/guardian to teach them at
home.
Lea It should be aligned to the MELC; The participant
according to the level and capability answered the question
of the pupils; with differentiated briefly.
activities.
Vangie With regards to the new normal, things The participant
to be considered for me are the answered the question
following: aligned to MELC, aligned to directly.
PIVOT 4A learner’s materials, and the
instructions of the modules must easy
to understand for parents.

Table 2 presented the testimonies of the participants which they

considered parents’ capabilities, abilities, and the policies provided by the

Department of Education to be followed in creating a class program or Weekly

Home Learning Plan.

In an article written by Magsambol (2020), while distance learning has to

be self-paced to some extent, parent’s lack of knowledge to academically guide

their children is another issue. It has always been important that parents

participate in school activities, projects, and programs. Parental involvement is

recognized as being of significance in the education of children, there remains

great diversity concerning parental involvement. Although most of the parents are

often preoccupied with the distractions and demands of daily life. Burdened by

low-income, inflexible work hours and language barriers, thus some parents are

unable to attend on their children’s activities.

Thus, in this trying time, it is the prime goal of the school to consider the

parents’ capabilities and abilities in teaching as they serve as the learning

facilitators to their children at home in this time of distance learning. They play
 50

vital roles in maintaining the quality of education despite the pandemic. As they

are the closest stakeholders of the school who are expected to render the

services and support needed for the attainment of the school’s goals.

Likewise, Artillero (2020) explained that the Weekly Home Learning Plan

(WHLP) is essential to the process of teaching and learning in the new modality

since it serves as a blueprint and a concrete plan to guide the learners, parents,

learning facilitators and stakeholders on what subject, objective and activities

should the learner do and accomplish to meet the required competencies in the

Modular Learning Modality. The parents have conveyed their support in the

implementation of this learning modality and expressed their willingness to be

partners in carrying out the plans for the modular distance learning. As the

parents monitor the progress of the learners, the weekly home learning plan will

be their basis to track down the day to day activities of their children.

Testimonies from the participants were also supported by the Department

of Education, wherein some learning competencies removed, so learners can

focus on the competencies that they must acquire in the new normal set up of

learning delivery. The simplified curriculum is part of DepEd’s response to

develop resilient education systems during emergencies by focusing only on the

most important lessons. The implementation will help parents facilitate and guide

their children through the learning modules.

Specific Question No. 2: What do you often experience in the distribution

and retrieval of modules?
 51

Table 3: Transcribed statements of the participants on their experiences

and challenges in the Distribution and Retrieval of Modules.
Participants Responses Researcher’s
Observation
Eden Most of the time that we are having The participant
a distribution and retrieval of manifested tiredness in
modules in our school. The fact that facing the challenges of
we are vulnerable in the virus still the new normal but still
we are doing our task as a teacher. she is dedicated to do
I also experience to feel tiredness her job.
because some of parents are
simultaneously approach in the
school. Some parents do not follow
the strict schedule that being
implemented.
Helen I often experience during module The participant showed
distribution is not all parents get the frustration on parents
module on the set date. who did not follow the
appointed time of
module distribution.
Abigail Exposing teachers to the threat of The participant showed
Covid-19 for me is not advisable. upset for reporting
While some parents can’t come in teachers to school
the given schedule due to work but despite the dangerous
they were able to find ways to get pandemic.
the modules of their child. Suddenly she showed
admiration to parents
who were doing anything
for their child.
Marie Often times almost 30% of my The participant
kindergarten parents or guardians answered clearly to
were not able to get or submit the describe her experience.
module on time due to their work.
Some forget to bring pen for
attendance signing.
Jordan The fact that we are also vulnerable The participant was
with the virus still we are doing our straightforward in his
task as a teacher. There are answer.
parents who are constantly absent
during the scheduled retrieval and
distribution of modules. Some
parents do not follow the strict
schedule that being implemented. It
 52

is quite hard to check all the

activities because some pages or
worksheets were not able to answer
by the pupils.
Dearlyn In our school, the distribution and The participant showed
retrieval is very organized and the calmness in her answer.
parents are cooperative that’s way
we can easily give them the
modules.
Rose Most of my pupils were not able to The participant
submit their modules since it’s not answered without
yet finish because the guardian or hesitation as to why
parents has work. parents were late in
submitting modules.
Jennifer Because of this pandemic, we must The participant showed
obey health protocols to be safe not concern for each other’s
only us but the parents as well. condition during the
There are minimal number of pandemic.
parents who are not able to get or
submit the module on time.
Lea We use all available forms of The participant
communication just to reach out my expressed dedication to
students and parents. her work.
Vangie There is no significant event or The participant
something unusual during answered the question
distribution and retrieval, sometimes calmly.
from the side of parents they only
forgot to bring their own pen.

Table 3 presents the responses of the participants in their experiences in

the distribution and retrieval of modules. As per their responses, it turned out that

most of the participants experienced that parents do not follow to the given

schedule of the distribution and retrieval of learning modules. Among the

responses, 6 have almost similar answers such as from Eden (“Some parents do

not follow the strict schedule that being implemented.”), Helen (“I often

experience during module distribution is not all parents get the module on the set
 53

date.”), Abigail (“While some parents can’t come in the given schedule due to

work but they were able to find ways to get the modules of their child.”), Marie

(“Often times almost 30% of my kindergarten parents or guardians were not able

to get or submit the module on time due to their work.”), Jordan (“Some parents

do not follow the strict schedule that being implemented.”), and Rose (“Most of

my pupils were not able to submit their modules since it’s not yet finish because

the guardian or parents has work.”)

Based on the shared testimonies of the participants, the key points were,

“frustration, tiredness, and scheduling issues of parents”.

In the study, the participants described their experiences in the distribution

and retrieval of modules as a major awakening of their roles as teachers who will

do everything like a real parent for the sake of their learners. The kindergarten

teacher-participants collectively described the need to give consideration to

parents who are late in the distribution and submission of modules. In this time of

pandemic, many have lost their jobs and others are relying on government’s

financial assistance. Because of the need to prioritize the needs of the family and

be able to earn a living there are chances that parents are late in getting and

returning modules.

Specific Question no. 3. How does the Modular Distance Learning Modality
influence your teaching strategies?
Table 4. Transcribed statements on how the MDL modality Influence the
Teaching Strategies of the participants.
Participants Responses Researcher’s
Observation
Eden The modular distance learning The participant positively
 54

modality is somewhat peculiar the narrated her experience.

way we used in our modality as a Adapting to the distance
face to face. The strategies that I learning is not easy but
been doing that influence my possible through
strategies is that the approach that I compassion.
been using is a home visitation. The
fact that we are vulnerable in the
virus we are trying our best to
deliver the lesson for our students. I
sent videos to our GC in fb
messenger but some of my
students do not have internet
connection to engage.
Helen It influences my teaching strategies The participant managed
by making me flexible and to apply teaching
considerate using this modality. It strategies to help the
made me develop some skills that learners.
is important this time. Also made
me realize that communication is
the best strategy in this time.
Abigail I was able to think more different The participant
teaching strategies effectively maintained a positive
because I get to work from the attitude when developing
comfort of my home. teaching strategies.
Marie It does not require me to use The participant answered
various teaching strategies. the question briefly.
Jordan The most important role of a The participant showed
teacher in distance education is to compassion on ways to
model effective teaching through develop teaching
well-designed instructional content strategies.
and appropriate communication
medium. A teacher carries out a
variety of functions as a subject or
discipline expert besides
undertaking pedagogical and
academic activities.
Dearlyn As a teacher this is my first time to The participant showed
experience the modular distance eagerness to adapt
learning and it’s hard at first modular learning by
because different teaching attending webinars.
strategies will be used, but the
webinars helps me a lot to change
my strategies in teaching while we
 55

are in this modality.

Rose It really challenged my teaching The participant showed
strategies since I wasn’t able to the desire to convey
meet or interact with my pupils face learning in a way that
to face. The challenge is for me to parents can easily
make the parents understand or understand.
learn how I, as a teacher teach that
specific lesson to my pupils for
them to somehow understand it.
Jennifer Honestly, it’s a big adjustment The participant
because this year is still an demonstrated
adjustment period because we are resourcefulness.
used to teach in face to face basis.
The eagerness to learn to adopt
helped a lot in adjusting. I have
learned to create my own clip art by
means of you tube video tutorials.
In that way I was able to produce
activity sheets using my own clip
art. Creating video through power
point presentation is also useful.
Lea The eagerness and the nature of a The participant showed
teacher being flexible has helped positive outlook when
me to better understand a teacher’s responding to the
responsibility to do everything in question.
response to sworn duty.
Vangie In this time of pandemic as we The participant
adopt the modular print modality in responded with
teaching, I realized that even determination.
though it is dangerous nowadays to
have face-to-face communication
with people due to COVID-19, a
teacher will still make a home visit
just to make sure that learning was
delivered.

Table 4 revealed the responses of the participants on how the MDL

modality influence their teaching strategies. The results simply showed that, in

spite of the pandemic and an immediate change to the modality of teaching and
 56

learning, the kindergarten teachers were aware of their responsibility and sworn

duty to their students which does not end in the preparation of the learning

modules. Based on the participants’ description of their experiences, they pointed

out flexibility, home visitation, communication through Facebook messenger,

attending webinars and training, and engaging with parents influenced their

teaching strategies. The testimonies of the participants unfolded how the

teachers were trying their best to deliver positive early learning experiences to

the kindergarten learners in spite of adapting the modular print distance learning

modality.

In an article written by Mitchell (2020), she stated that when it comes to

remote learning, the goal should be for all teaching instruction to be as easy to

access as possible for both the students and the teacher. Most of the parents

believe that Modular Distance Learning is the most suitable modality since they

do not have cellular phones, internet connection at home and installation of this

service would also add burden to their expenses. Thus, home visitation of

teachers continued to play a vital role in addressing the needs of learners. Both

the parents and the school play vital roles in molding the children. They should

partake actions in finding the best way to help the learners focus on their studies,

learn, grow with positive characteristic and values, and reach a brighter

tomorrow.

It can be noticed from the responses of the participants that they also

appreciate attending webinars. According to an article written by Lynch (2018),

 57

webinars prove to be a very convenient way for teachers to access trainings from

the comfort of the teacher lounge or from home.

Specific Question no. 4 How does the Modular Distance Learning Modality
affects your preparation of learning materials?
Table 5. Transcribed statements on how the Modular Distance Learning
Modality affects the participants’ Preparation of Learning Materials.
Participants Responses Researcher’s
Observation
Eden I make sure that I explained very The participant was
well the instructions for the parents deeply motivated to
for them to execute the lesson. I strive in the new normal.
also make sure to keep in touch
with my students. In preparing
learning materials, it also a problem
to make an activity for my students
which suits to their learning
experience. It is also a weak point
that even parents they are doing
the task that a student should be. It
is difficult to assess those students’
weaknesses.
Helen In preparation of learning materials, The participant answered
I should consider their learning the question precisely.
environment and resources.
Abigail In the preparation of learning The participant shared
materials it took me long time for her frustrations in
the preparation, printing of WHLP, preparation of learning
worksheets, harmonized materials.
assessment and sorting.
Marie I have more time in preparing The participant
instructional materials. responded positively to
the question.
Jordan In preparing learning materials, it The participant
should be based on MELC, BOW, responded briefly.
and TG and the needs of our
clients.
Dearlyn In preparation of learning materials The participant answered
is hard because you need to print with disappointments.
lots of activities and whlp for the
 58

pupil’s and it really takes a lot of

time, ink and bond papers are
always needed.
Rose It is very difficult for me because The participant answered
there are many instances where I with disappointments.
am the one who bought the bond
papers and ink just to provide
learning materials for my pupils.
Jennifer We need to translate the The participant’s
instructions of WHLP into Tagalog statement revealed how
and the learning materials for the passionate she is on her
parents to understand and easily profession.
deliver to their children.
Lea I always consider the level and The participant
capability of my pupils in answering expressed how
the worksheets and it should be necessary the
differentiated. differentiated activities in
preparation of learning
materials.
Vangie I should give my learners activities The participant
that are appropriate to do at home demonstrated deep
and effective. sense of concern to help
learners.

Table 5 disclosed the responses of the participants on how the Modular

Distance Learning Modality affects their preparation of learning materials.

Majority of participants have affirmed responses such as considering translating

the instructions into Tagalog, spending a lot of time in printing, consider parents’

availability and capabilities, consider learners’ learning environment, and

inevitably purchasing inks and bond papers out of their own pocket just to

provide each student with the necessary learning materials.

It can be deduced from the responses that teachers are known to provide

teaching and learning materials out of their own pocket just for school
 59

improvements, for their own classroom's repair and to help students. The

participants overwhelmingly affirmed that the compassion of the teachers was

the reason why the teachers were able to cope with the difficult situation of the

Modular Print Distance Learning Modality.

In the study conducted by Kim (2011), revealed that compassion is

comprised of spirituality, empathy, and caring. She found out that people develop

compassion through contemplation and an awareness of the connection between

the I and the Other. A compassionate approach to emotional wellbeing

emphasizes the importance of human connection for flourishing and thriving.

It is crucial for teachers to look upon this COVID period as an

interregnum. This is a time when greater considerations and accommodations

need to be offered to a student than those that would be required in normal

times. Teachers must strive to move beyond pure empathy, simply putting

themselves in the shoes of others, taking on their concerns to understand,

toward compassion where they can understand, regardless of the relationship

with the person, and seek to help them in the ways they need.

Specific Question No. 5 What are the challenges that you encountered in
administering the Philippine Early Childhood Development (ECD)
Checklist?
Table 6. Transcribed statements of the participants on the Challenges they
encountered in Administering Assessment through ECD Checklist.
Participants Responses Researcher’s
Observation
Eden The challenges that I encountered The participant was not
in administering the ECD Checklist happy sharing her
is time management and some of answers to the question.
my students shown late
 60

development at their age.

Helen First is to know if my learner can The participant
perform the domains in the expressed her
checklist. disappointment when
And in validation, I find it difficult to responding to the
communicate with the learners question.
since not all have internet
connections.
Abigail The challenges that I encountered The participant
in administering the Philippine Early expressed her
Childhood Development (ECD) disappointment when
Checklist was the validation responding to the
process because not all learners question.
have internet connections.
Marie Teachers only rely to the answer of The participant
the parents through phone calls or emphasized what should
video call during validation. be done in conducting
the assessment.
Jordan The challenges that I encountered The participant
in administering ECD checklist was expressed frustration
to know what the child can and with the unavoidable
what he still cannot do. Most of all circumstances
in terms of validation, most of my
learners do not have the internet
connections.
Dearlyn For me it’s hard to administer the The participant showed
ECD checklist because I’m not sure concern for how credible
if the child can do it by their own. the assessment would
be conducted.
Rose We let the parents answer the ECD The participant showed
checklists. permissiveness in her
response.
Jennifer Due to strict health restrictions of The participant showed
Inter-Agency Task Force (IATF) the compliance to whatever
face-to-face administration of ECD the government will
checklist was not allowed. Because implement.
of this we rely on what parents will
answer about doing the checklist
activities.
Lea For those who do not have cell The participant showed
phones, we have to go to their dedication for her work.
homes to find out the abilities of the
 61

child.
Vangie When parents are the one The participant
answering the checklist and we expressed frustration.
were not able to validate the
results.

Table 6 provided the annotated exemplars of the participants’ challenges

in administering ECD checklist. These shared experiences of the participants

manifested these key points: difficulty in validation process and teachers

depending on the parents' response.

As school suspension due to COVID-19 is being prolonged, technology is

currently the only means by which the teachers can reach out their students.

Nowadays, all communicating entities employ technology for communicating

needs. Through smartphones and computers, people can pass messages and

receive feedbacks through calls, messages and emails respectively. Thus,

communication gadgets are a category of gadget which controls the biggest

importance of our lives. However, for the students without any gadgets, the

teachers conducted home visits to the students to administer the ECD checklist

despite the risk posed by COVID-19. More so, in compliance with government

health and safety protocols, majority of kindergarten teachers-participants

administered the ECD checklist through phone calls.

Based on the article written by Lynch (2016), assessment gathers relevant

information about student performance or progress and to determine the

 62

appropriateness of teaching strategies facilitated by teachers. Therefore, it is

necessary to conduct the assessment in any ways.

According to Senator Sherwin Gatchalian which cited in an article of

Terrazola (2020), learning modules can be delivered to students who do not have

access to internet and do not have gadgets to join the online classes. Though he

agreed that online learning remains to be the most effective replacement for

physical classes, still the senator reminded DepEd that majority of the population

cannot afford it.

Based from the testimonies of the participants conducting a home

visitation was a great alternative in administering assessment. As it provided

them an avenue to establish strong, positive communication between teachers

and learners. They can also motivate parents to get involved or become more

involved at their children in facilitating modular learning activities.

Specific Question No. 6 What are the common feedback of

parents/guardians about Modular Distance Learning?
Table 7. Transcribed statements of the participants on the Common
Feedback of Parents/Guardians about Modular Distance Learning Modality.
Participants Responses Researcher’s
Observation
Eden They are tired to encourage their The participant
learners to study their lesson, most presented her response
of the time young learners tend to with underlying concern
play all the time rather than study. for the behavior of her
They do not cooperate to their learners towards their
parents because for them they are parents.
not the teachers.
Helen The common feedback from the The participant
parents is to have a face-to-face recognized the difficult
learning modality as soon as current situation of
 63

possible. Second, their child cannot parents.

concentrate due to noisy neighbors.
I always congratulate the parents
every time especially on the day of
retrieval and distribution of modules
because we know that it is not an
easy task for them.
Abigail Most of my parents suggested to The participant
have a program or short period of expressed worry over
classes that will cater parents who how she could help
are lack in academic knowledge. It parents to ease the
would be a big help for parents to burden of distance
have the confidence to teach and learning.
support their children in times like
this that we do not expect. Another
is that it is hard for them to be a
teacher. They have lot of work to do
aside from household chores they
are also a working parent. My
parents always ask me personally
or through sending text messages
or phone calls.
Marie Random inquiries regarding the The participant
activities. Some of the parents answered the question in
asked me to provide kindergarten a certain manner.
student a book or textbooks to
encourage their children to write,
color and read. Because according
to them the content of textbooks are
better than the distributed modules.
Jordan Because of this pandemic I realized The participant was
the importance of parents’ straightforward in his
educational background for them to answer.
deliver the lessons easily to their
children. Most of them told me that
this modality was very challenging
because some of them have work
so that they can’t teach their child
and some of them said that
teaching kindergarten is hard
because of the distraction that they
encounter while studying at home.
Dearlyn They wish that it would be face to The participant
 64

face learning again. answered the question

briefly.
Rose One of the complaints of parents The participant
are the distractions within their answered the question
home. Parents find it difficult to with confidence.
discipline their children and to teach
them because their children just
want to play.
Jennifer Often what parents complain about The participant
is that their children want their real answered the question
teacher to teach them for them to directly.
listen.
Lea Difficulty in teaching their kids; no The participant
time; working parents etc. answered the question in
general.
Vangie Parents says that their child have The participant
no motivation to study since they answered the question
are at home. briefly.

Table 7 unfolded the responses of kindergarten teacher-participants on

the common feedback of parents about the Modular modality. As unfolded by the

table, majority of the participants have affirmed that the physical presence of a

teacher is a must and needs to be demonstrated in some way to learners in this

time of distance learning.

Additionally, according to them most of the parents expressed frustration

when their children do not listen to them because they are not the real teacher.

Likewise, parents were not able to monitor their children’s studies due to their

work and household chores. This is well-manifested in the answers of the

following participants: Eden (“They do not cooperate to their parents because for

them they are not the teachers.”), Abigail (They have lot of work to do aside from
 65

household chores they are also a working parent.”), Jordan (Most of the parents’

feedback about this modality was very challenging in terms of their time,

because some of them have work so that they can’t teach their child…), Rose

(“Parents find it difficult to discipline their children and to teach them because

their children just want to play.”), and Jennifer (“Often what parents complain

about is that their children want their real teacher to teach them for them to

listen.”).

It can be noticed from the responses that parents found it difficult to cope

with the new modalities of distance learning. According to Arky (2021), children

behave differently in different settings. In traditional setting, at school, the

rewards and consequences are likely to occur in a consistent way that may be

more challenging for parents to set up at home. That is why many children do not

listen and behave differently at home.

The task of parents may seem discouraging at this challenging times,

given all the other things that parents are juggling. Still through positive

connections and constant dialogue between parents and teachers will help to

provide positive early learning experiences and improve social competencies and

emotional well-being of the children.

Specific Question No. 7 What do you think are the facilitating factors of the
Modular Distance Learning Modality?
Table 8. Transcribed statements of the participants on the facilitating
factors of the Modular Distance Learning Modality.
Participants Responses Researcher’s
Observation
Eden Since most of the parents are The participant
 66

working, sometimes they were not answered happily.

able to get the modules on time so
we left them to our school guard or
to our school utility personnel since
they are always there. So the
parents were still able to get the
modules of their children. Because
of this modality I had the chance to
mingle with my family and to be
able to give time for myself.
Helen What I like in modular modality is I The participant
had the chance to be with my family manifested positivity
most of the time and working from despite the challenges in
home is a lot more comfortable. the new normal.
Abigail I experienced less stress somehow. The participant shared
I don't have to watch over or worry her utmost satisfaction.
about children who may get hurt
within the classroom.
Marie My pupils have the opportunity to The participant was
study at any time and I’m also glad deeply engaged in
that they have more time to play responding to the
which they really need. question.

Jordan Being a father I am very happy that The participant showed

I had this opportunity to have more deep engagement to his
time with my wife and daughter. family.

Dearlyn Working from home, I was able to The participant cheerfully

get things done in a safe and shared her experiences.
relaxing way.
Rose My pupils have the opportunity to The participant was
study at any time. positive about the
experience.
Jennifer Less hassle and stress in doing The participant was very
instructional materials. I also optimistic when
realized the importance of the responding to the
presence of our school guard and question.
school utility. For they are the one
who helped us in the distribution
and retrieval of modules in this time
of flexible learning.
Lea Modular Distance Learning modality The participant
gave me enough time to provide responded comfortably
and prepare instructional materials in expressing her
 67

without rushing. answer.

Vangie Yes I admit that MDL provide lots of The participant
advantages yet when parents expressed
admitted that task were done by dissatisfaction.
them not by their kids, just to be
able to pass on time the module.
That’s really frustrating!

Table 8 manifested the responses of the participants on the

Facilitating Factors of the Modular Distance Learning Modality. Majority of the

participants involved have given almost similar answers to this question which

were directly about the convenience it provides and the opportunity it gives them

to spend time for their family. These are well manifested in the answer of Eden

(“Because of this modality I had the chance to mingle with my family and to be

able to give time for myself.”), Helen (“What I like in modular modality is I had the

chance to be with my family most of the time and working from home is a lot

more comfortable.”), Jordan (“Being a father I am very happy that I had this

opportunity to have more time with my wife and daughter.”), and Dearlyn

(“Working from home, I was able to get things done in a safe and relaxing way.”)

The results simply showed that, in spite of the new teaching and learning

modalities, the kindergarten teachers have seen its positive side that enable

them to perform their sworn duties. It can be noticed also from the responses of

the participants that Modular modality allows them to find convenient time to work

without interfering with their already busy schedule.

In an article of The TFA Editorial Team (2020), it is said that without self-

care, you will find yourself burnt out and struggling in everyday life. Thus, giving
 68

yourself space and time, you will begin to notice what is happening around you.

Also, it gives you more time to process what you are taking in and put it into

perspective.

Thus, this Modular Distance Learning modality shows that flexibility of

distance education is often the most appealing factor. The flexibility of distance

learning allows kindergarten teachers to create a thorough learning materials for

kindergarten learners and ensuring that the instructions will be easier for parents

to comprehend. Kindergarten teachers can work at their convenience, which

makes balancing work and family commitments possible.

Specific Question No. 8 What are the coping strategies you facilitate to be
able to surpass the challenges in the Modular Distance Learning Modality?
Table 9. Transcribed statements on the coping strategies they facilitate to
surpass the challenges in the Modular Distance Learning.
Participants Responses Researcher’s
Observation
Eden I regularly check with my students The participant
and parents through phone calls emphasized how
and asked if how they are doing. important it is to give
Another is to always entertain their consideration.
questions to be more considerate in
their situations.
Helen I explain to parents the situation The participant showed
today that even though it’s a hard positivity in her
time for us, we still need to do what response.
is best for the children and it’s for
them to continue learning even at
home.
Abigail I keep in mind that it is our job to The participant was very
educate students and we all know inspired, motivated and
the difficulty of the situation at the deeply engaged.
moment.
Marie I always letting my parents know The participant
that I am available to answer expressed encouraging
 69

queries. words.
Jordan I gave parents words of The participant was
encouragement, advice and deeply motivated.
provided them easy to understand
instructions so that they can easily
teach it to their children and I will
make sure to give them
considerations on the day of
distribution and retrieval of modules.
Dearlyn With the help of my very The participant
cooperative kindergarten parents expressed encouraging
especially they are now the words.
teachers of their own children at
home I am able to surpass this.
Rose Through home visitation and The participant showed
sometimes Google classroom we initiative in looking
got to have a “kumustahan” and another platforms to
they were able to see who their deliver learning.
teacher really is.

Jennifer I call, chatted and posted my own The participant

video tutorial in our FB Page so manifested optimism
serve as their guide. In that way when responding to the
children can watch it on their own, question.
when their parents are at work.
Lea I give considerations to parents on The participant
time of distribution and retrieval. emphasized how
important it is to give
consideration.
Vangie I always congratulate the parents The participant
every time of retrieval of the expressed encouraging
modules, because we know that it is words.
not an easy task for them, they also
working parents that need to earn
for a living and yet the full
responsibility of teaching and
guiding their kids in studying is on
their shoulder.
 70

Table 9 displayed the annotated exemplar of the participants’ coping

strategies to surpass the challenges they encountered in facilitating the Modular

Distance Learning modality. Based on the shared testimonies of the participants

on their coping strategies, responses of the participants have performed similar

coping strategy which is to connect with parents. This was well- manifested in the

responses of kindergarten teacher-participants such as Eden (“I regularly check

with my students and parents through phone calls and asked if how they are

doing.”), Marie (“I always letting my parents know that I am available to answer

queries.”), Dearlyn (“With the help of my very cooperative kindergarten parents

especially they are now the teachers of their own children at home I am able to

surpass this.”), Jennifer (“I call, chatted and posted my own video tutorial in our

FB Page so serve as their guide. In that way children can watch it on their own,

when their parents are at work.”) and Vangie (“I always congratulate the parents

every time of retrieval of the modules, because we know that it is not an easy

task for them, they also working parents that need to earn for a living and yet the

full responsibility of teaching and guiding their kids in studying is on their

shoulder.”)

The majority of the participants conveyed that connecting with parents or

guardians and giving considerations can provide greater happiness and helped

them to surpass the challenges in Modular Distance Learning modality.

Clearly, helping others creates a circle of good karma, which is one of the

greatest aspects of humanity. A life of helping others is the most satisfying way of

living. Thus, it makes you wiser and gives you a good perspective on things,
 71

helping you to see the truth and the essence of your life. When you help

someone, they will be more likely to help you. This is the basic, unspoken

agreement that fuels nearly every move. But if you help enough people and do

many good deeds, it will be given back when needed.

It is maybe the most cited benefit of doing good. Helping others is a great

way to feel better about yourself. It can really make a difference and especially for

people who are vulnerable or struggling. Evidence shows that helping others can

also benefit our own mental health and wellbeing.

Themes emerged from the testimonies of the kindergarten teacher-

participants in facilitating Modular Distance Learning Modality
The next set of tables provide the contextual categories or themes that

emerged from the participants of the study in the Key Informant Interview

conducted by the researcher. These essential components were included in

each category for the majority of data after the merging process was done and

assessed.

THEMATIC TABLE A
Considers Parents’ Apprehension and DepEd’s Mandates
Subordinate Superordinate
Participant Responses
Themes Themes
Eden In creating a class program there Knowledge about Considers
are things to be considered. First MELCs is a must Parents’
the knowledge about the Apprehension
streamlining of learning and DepEd’s
competencies for school year Mandates
2020-2021 which is the Most
Essential Learning Competencies Followed PIVOT
(MELCs) that serve as a primary 4A modules
reference of all schools while
adapting to the challenges caused
 72

by the pandemic and followed by

the accomplishment of tasks
contained in PIVOT 4A modules.
Helen There are lot of things to consider Availability of
in creating a class program, Parents
especially our school is adopting
Printed Modular Modality. We
considered the availability of
parents for they are the one who
will guide the pupils at home
because most of them are
working parents too.
Abigail The WHLP instructions were Instructions in
translated to Tagalog for parents WHLP must be
to understand it comfortably and translated to
easily. Tagalog

Marie Another thing to consider is the Ability of Parents

ability of parents on how to relay
learning to their children.
Translating WHLP from English to
Tagalog among our parents would Translating
be great help them to explain, WHLP from
scrutinize the lesson and activities
English to
to their children.
Tagalog
Jordan Every teacher strives to find new Time Constraint
and interesting ways to improve
their lessons plans to ensure that
all of their students have equal
chance to reach their full
potential. In creating class
program we need to consider the
following, the time constraint, the
blocks to time, and the
arrangement of activities from
opening up to ending. The
collaboration of each department
in managing class program etc.
 73

Dearlyn I need to consider the time and Scheduling

the program that I need to include issues
and also I need to consider the
parents because they are the one
who will guide the pupils at home.

Rose The availability of the parents to Availability of

assist or help their children and Parents
also the materials they are going
to use in doing their lesson at Learning
home. Materials to be
Used

Jennifer We are challenged to create Learning

classroom program that is Materials
suitable for our learners. Suitable for
Availability of parent who are Learners
teaching their child is another
factor to consider and the Availability of
capacity of parents/guardian to Parents
teach them at home.
Lea It should be aligned to the MELC; Aligned to MELC
according to the level and
capability of the pupils; with Includes
differentiated activities. Differentiated
Activities
Vangie With regards to the new normal, Aligned to
things to be considered for me are MELC,PIVOT 4A
the following: aligned to MELC, LMs
aligned to PIVOT 4A learner’s
materials, and the instructions of Instructions of
the modules must easy to Modules must
understand for parents. easy to
understand

Table A divulged the first theme that emerged from the responses of the

participants in the Key Informant Interview (KII) conducted with them by the

researcher. As seen on the table, the super ordinate theme is “Considers

 74

Parents’ Apprehensions and DepEd’’s Mandates,” which was extracted from the

commonalities in the subordinate themes such as:

Knowledge about MELCs is a must;

Followed PIVOT 4A modules;

Availability of Parents;

Instructions in WHLP must be translated to Tagalog;

Ability of Parents;

Translating WHLP from English to Tagalog;

Availability of Parents;

Learning Materials to be Used;

Aligned to MELC; and

Aligned to MELC,PIVOT 4A LMs.

Considers Parents’ Apprehension and DepEd’s Mandates. The first

theme that emerged from the responses of the participants showed how the

participants took into account on parents’ apprehensions such as their abilities

and capabilities in facilitating Modular distance modality and following the

DEpEd’s mandates in crafting the WHLP.

Following educational policies help the schools teach students efficiently,

fairly and safely. All of these were necessary to help the schools run smoothly to

ensure that students receive a quality education. Since the Department of

Education (DepEd) suggested measures to foster academic ease, one of these

was the implementation of WHLP in compliance to DepEd Order 42, s. 2016

 75

(Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education

Program) which provided the legal basis of lesson plan preparation for the basic

education. Weekly Home Learning Plan (WHLP) serves as a concrete plan to

guide the learners, parents, learning facilitators and stakeholders on what

subject, objective and activities should the learner do and accomplish to meet the

required competencies in the Modular Learning Modality.

In an article written by Zalaznick (2020), addressing parents’ emotional

needs during the pandemic has become essential for students’ success. The first

challenge lied in the fact that parents and guardians have varying academic

skills. Therefore, teachers must pay great attention to giving time for queries of

parents and and making sure parents can easily understand everything in the

WHLP. One important thing that both parents and teachers can do for each other

right now is to offer one another patience and empathy. This is a new experience

for everyone, and everyone is working hard to make school happen in these

unprecedented circumstances. Parents became proxy educators when COVID

forced their children to shift to distance learning and many of these adults are

experiencing more intense apprehensions. Likewise, teachers have had to adjust

to class instruction being fully visible to parents at all times, and parents have

had to shoulder more responsibility for the development of their children’s habits

and behaviors, often while fulfilling their work responsibilities.

Thematic Table B exposed the second theme that emerged based from

the testimonies of the participants during the Key Informant Interview.

 76

The super ordinate theme “Work-Parenting Conflict” was extracted from

the subordinate themes in the responses of the participants.

THEMATIC TABLE B
Work-Parenting Conflict
Subordinate Superordinate
Participant Responses
Themes Themes
Eden Most of the time that we are Frustrated and
having a distribution and retrieval Tiredness
of modules in our school. The fact
that we are vulnerable in the virus
still we are doing our task as a
teacher. I also experience to feel
tiredness because some of Parents not
parents are simultaneously following the
approach in the school. Some Schedule of
parents do not follow the strict Distribution and
schedule that being implemented. Retrieval of
Modules
Helen I often experience during module Not all Parents
distribution is not all parents get followed the
the module on the set date. Schedule of
Distribution and
Retrieval of
Modules
Work-Parenting
Abigail Exposing teachers to the threat of Parents can’t Conflict
Covid-19 for me is not advisable. come in the given
While some parents can’t come in schedule due to
the given schedule due to work Work
but they were able to find ways to
get the modules of their child.

Marie Often times almost 30% of my Parents or

kindergarten parents or guardians guardians were
were not able to get or submit the not able to get or
module on time due to their work. submit the
Some forget to bring pen for module on time
attendance signing. due to their work

Jordan The fact that we are also Parents do not

vulnerable with the virus still we follow the strict
are doing our task as a teacher. schedule that
 77

There are parents who are being

constantly absent during the implemented
scheduled retrieval and
distribution of modules. Some Problem in
parents do not follow the strict Checking of
schedule that being implemented. Modules
It is quite hard to check all the
activities because some pages or
worksheets were not able to
answer by the pupils.
Dearlyn In our school, the distribution and Distribution and
retrieval is very organized and the Retrieval is
parents are cooperative that’s organized
way we can easily give them the
modules.

Rose Most of my pupils were not able to Guardian or

submit their modules since it’s not parents has work
yet finish because the guardian or
parents has work.

Jennifer Because of this pandemic, we Minimal number

must obey health protocols to be of parents who
safe not only us but the parents are not able to
as well. There are minimal get or submit the
number of parents who are not module on time
able to get or submit the module
on time.
Lea We use all available forms of Communicate
communication just to reach out Consistently
my students and parents.

Vangie There is no significant event or No significant

something unusual during event or
distribution and retrieval, something
sometimes from the side of unusual during
parents they only forgot to bring distribution and
their own pen. retrieval
 78

Thematic Table B unfolded the theme that emerged from the responses of

the participants in the Key Informant Interview (KII) conducted with them. As

implied in the table, the super ordinate theme is “Work-Parenting Conflict”

which was extracted from the commonalities in the subordinate themes such as:

Parents can’t come in the given schedule due to Work; Parents or guardians

were not able to get or submit the module on time due to their work; and

Guardian or parents has work.

Work-Parenting Conflict. There were some parents today who have fully

left the responsibilities of educating their children to the teachers. The quick

change in the modality of teaching and learning has encouraged the parents to

spend extra time teaching their children. In the Modular Distance Learning

modality, the parents serve as learning facilitators. In this case, they have to

attend to two significant roles: to do their household chores and to spend time

teaching their children. A number of parents have chosen the modular distance

learning and also affirmed their willingness to the activities that would involve

them such as in the distribution and retrieval of the learning modules. Most of

these parents believe that this is the most suitable modality since they do not

have internet connection at home and installation of this service would also add

burden to their expenses.

However, as for the responses of the participants, most of them also

reported that parents have been suffering from this distance learning modality.

Some parents have been complaining that they could not even do their
 79

household chores because they still need to help their children in answering the

learning modules to be able to submit at the right time. The activities such as the

distribution and retrieval of the learning modules somewhat affects their ability to

do their responsibilities at home.

According to Hagh (2021), for many working parents, balancing their jobs

and their family obligations can be a challenge. While the loss and challenges of

the pandemic have been felt by everyone, it is clear that the effect of Covid-19

and the resulting lockdowns have been particularly impactful on working parents.

Some people believe that when someone has multiple roles, the result

would be role-conflict or overload. This quick shift of the learning modality has

also enabled the parents to better realized their responsibilities as partners of

schools in providing quality education among their children. This modality called

the attention of all parents to spend time with their children. They need to find

time of assisting their children on their studies.

Thematic Table C unveiled the third theme that emerged based from the

testimonies of the participants during the Key Informant Interview on on how the

Modular Distance Learning modality influence their teaching strategies.

The super ordinate theme “Flexible Strategies For Equitable Learning”

was extracted from the subordinate themes in the responses of the participants.

THEMATIC TABLE C
Flexible Strategies For Equitable Learning
Subordinate Superordinate
Participant Responses
Themes Themes
Eden The modular distance learning Home Visitation Flexible
modality is somewhat peculiar the as one of the Strategies For
 80

way we used in our modality as a strategies

face to face. The strategies that I
been doing that influence my
strategies is that the approach Lessons sent to
that I been using is a home FB Messenger
visitation. The fact that we are
vulnerable in the virus we are
trying our best to deliver the
lesson for our students. I sent
videos to our GC in fb messenger
but some of my students do not
have internet connection to
engage.
Helen It influence my teaching strategies Communicating
by making me flexible and with Parents as
considerate using this modality. It best strategy
made me develop some skills that
is important this time. Also made
me realize that communication is
the best strategy in this time.
Abigail I was able to think more different Think more
Equitable
teaching strategies effectively different teaching Learning
because I get to work from the strategies
comfort of my home. effectively due to
WFH

Marie It does not require me to use Does not require

various teaching strategies. me to use
various teaching
strategies

Jordan The most important role of a Model effective

teacher in distance education is to teaching through
model effective teaching through well-designed
well-designed instructional instructional
content and appropriate content and
communication medium. A appropriate
teacher carries out a variety of communication
functions as a subject or discipline medium
expert besides undertaking
 81

pedagogical and academic

activities.
Dearlyn As a teacher this is my first time Webinar helps a
to experience the modular lot
distance learning and it’s hard at
first because different teaching
strategies will be used, but the
webinars helps me a lot to change
my strategies in teaching while we
are in this modality.
Rose It really challenged my teaching Considers
strategies since I wasn’t able to Parents’
meet or interact with my pupils Capabilities
face to face. The challenge is for
me to make the parents
understand or learn how I, as a
teacher teach that specific lesson
to my pupils for them to somehow
understand it.
Jennifer Honestly, it’s a big adjustment Eagerness to
because this year is still an learn helped a lot
adjustment period because we in adjusting
are used to teach in face to face
basis. The eagerness to learn to
adopt helped me a lot in
adjusting. I have learned to create
my own clip art by means of you Have more time
tube video tutorials. In that way I to create useful
was able to produce an activity teaching
sheets using my own clip art. strategies
Creating video through power
point presentation is also useful.
Lea The eagerness and the nature of Flexibility of
a teacher being flexible has teachers is more
helped me to better understand a proven
teacher’s responsibility to do
everything in response to sworn
duty.
Vangie In this time of pandemic as we Everything will do
adopt the modular print modality by the teacher for
in teaching, I realized that even his/her learners
though it is dangerous nowadays
to have face-to-face
 82

communication with people due to

COVID-19, a teacher will still
make a home visit just to make
sure that learning was delivered.

Table C disclosed the theme that emerged from the responses of the

participants regarding on how the MDL modality influence the teaching strategies

of the participants. As disclosed by the table, the super ordinate theme was

“Flexible Strategies For Equitable Learning,” which was taken out from the

subordinate themes:

Acknowledge the importance of home visitation;

Facebook Messenger as a great tool to communicate;

Learn to engage more with parents;

Generate more flexibility; and

Adopt learnings from webinars.

Flexible Strategies for Equitable Learning was the third theme that

emerged from the responses of the respondents concerning on how the Modular

Distance modality influence the teaching strategies of the participants. As seen

on the table, the participants were able to face a whole new set of challenges

brought about by MDL as they aim to make learning equitable in this new

environment.

Since every student has different capabilities, some learn faster than

others. Because of this difference, it becomes a challenge for teachers to

 83

implement methods that help out the students. Therefore, teachers need to come

up with effective teaching strategies and implement innovative solutions in order

to meet every student’s individual needs. It can be noticed from the responses of

the kindergaten-teacher participants that despite the risk of COVID-19, they were

able to have the time to home visit their students especially for children who have

no one to assist on their studies. As for their responses, it can be noted also that

they were able to establish effective communication with parents to understand

the other’s needs and goals. It provided parents with an understanding of the

teacher’s expectations, while providing teachers with important knowledge about

the child’s background. Further, it was also revealed in this study that the parents

have seen the positive impact of attending webinars that help them to get rid of

any lingering doubts about the implementation of MDL modality. They also

believed that this pandemic has highlighted the need for flexibility and more time

for student-teacher interactions especially that majority of the students have no

internet connection, a device to use, or a space to learn in.

According to Fleming (2020), many students rely on the structure and

support of in-person school to help them stay on track with activities. Distance

learning means students need to be more independent and responsible for their

own learning. Families may be trying to help, but many are also trying to juggle

work while their kids are learning at home. Distance learning presents incredible

challenges and opportunities for teachers, parents and students. This year’s

changing circumstances call for great flexibility and resilience as learning moves

from school to home.

 84

Thematic Table D unfolded the fourth theme that emerged based from the

testimonies of the participants during the Key Informant Interview on how the

MDL affects their preparation of learning materials.

The super ordinate theme “To Empower Learning: Compassion is the

Key” was extracted from the subordinate themes in the responses of the

participants.

THEMATIC TABLE D
To Empower Learning: Compassion is the Key
Subordinate Superordinate
Participant Responses
Themes Themes
Eden I make sure that I explained very Explained very
well the instructions for the well the
parents for them to execute the instructions for
lesson. I also make sure to keep the parents to
in touch with my students. In execute the
preparing learning materials it lesson
also a problem to make an activity
for my students which suits to
their learning experience. It is also
a weak point that even parents To Empower
Learning:
they are doing the task that a
Compassion is
student should be. It is difficult to the Key
assess those students’
weaknesses.
Helen In preparation of learning Considers
materials I should consider their learning
learning environment and environment of
resources. learners
 85

Abigail In the preparation of learning Spent lot of time

materials it took me long time for in preparation of
the preparation, printing of WHLP, learning
worksheets, harmonized materials
assessment and sorting.

Marie I have more time in preparing Had enough time

instructional materials. in preparing
instructional
materials

Jordan In preparing learning materials, it Considers MELC,

should be based on MELC, BOW, BOW and TG
and TG and the needs of our
clients.

Dearlyn In preparation of learning Much materials

materials is hard because you needed
need to print lots of activities and
whlp for the pupil’s and it really
takes a lot of time, ink and bond
papers are always needed.

Rose It is very difficult for me because Provide their own

there are many instances where I school supplies
am the one who bought the bond
papers and ink just to provide
learning materials for my pupils.

Jennifer We need to translate the Considers

instructions of WHLP into Tagalog parents abilities
and the learning materials for the
parents to understand and easily
deliver to their children.
Lea I always consider the level and Includes
capability of my pupils in Differentiated
answering the worksheets and it activities
should be differentiated.
 86

Vangie I should give my learners Considers

activities that are appropriate to Learners Abilities
do at home and effective.

Table D unfolded the theme that emerged from the responses of the

participants on how the MDL affects their preparation of learning materials. As

indicated in the table, the participants have affirmed that being more

compassionate, the more easily students learned. From the responses of the

participants, the Super Ordinate theme “To Empower Learning: Compassion

is the Key” was extracted from the subordinate theme such as:

Considers parents’ availability and capabilities;

Considers learners’ learning environment;

Considers learners’ abilities; and

Learning materials out of their own pocket.

To Empower Learning: Compassion is the Key. Being a

compassionate teacher is even harder when there are problems with very limited

solutions. However, staying kind when it is tough can have a tremendous positive

impact on those who will see it. Looking on the bright side always seems to help

make things better and that is exactly what the teachers do. It can be noticed

from the responses of the participants that their role as teachers does not end

with providing learning modules.

 87

Teachers ensured that the modules they provided were understandable so

that the lessons were easily taught to their children. As for their responses, they

were able conduct home visits of their students to provide support and observe

each child’s needs, since self-care and social and emotional skills were important

for kindergarten readiness. Home visitation also provided parents with an

understanding of the teacher’s expectations, while providing teachers with

important knowledge about the child’s background. Further, it was also revealed

in this study that the participants were reaching into their own pocket to pay for

school supplies and spent hours at home printing learning materials.

According to Kaufman (2021), many students are experiencing high levels

of stress as school schedules change due to the coronavirus pandemic that is

why teachers do their best to provide the power of education, thereby giving

them the possibility for a better future. Teachers inspire students to do well, and

motivate them to keep their academic goals on track. Likewise, due to the

incredible resilience and determination, teachers were quick to adapt to the new

normal. Educators have had to upskill themselves to adjust to the new modes of

teaching, ensuring that learning remains accessible to students even in the

current circumstances.

Thematic Table E revealed the fifth theme that emerged based from the

testimonies of the participants during the Key Informant Interview on the

challenges they encountered in administering the Philippine Early Childhood

Development Checklist.
 88

The super ordinate theme “Inevitable Unreliable Assessment” was

extracted from the subordinate themes in the responses of the participants.

THEMATIC TABLE E
Inevitable Unreliable Assessment
Subordinate Superordinate
Participant Responses
Themes Themes
Eden The challenges that I encountered Time Inevitable
in administering the ECD Management Unreliable
Checklist is time management Assessment
and some of my students shown
late development at their age.

Helen First is to know if my learner can Difficult to

perform the domains in the administer
checklist. And in validation, I find
it difficult to communicate with the
learners since not all have
internet connections.

Abigail The challenges that I encountered Difficult in

in administering the Philippine Validation
Early Childhood Development process
(ECD) Checklist was the
validation process because not all
learners have internet
connections.
Marie Teachers only rely to the answer Relied on
of the parents through phone calls parents’ answers
or video call during validation.

Jordan The challenges that I encountered Hard to

in administering ECD checklist administer
was to know what the child can
and what he still cannot do. Most
of all in terms of validation, most
of my learners do not have the
internet connections.
 89

Dearlyn For me it’s hard to administer the Hard to

ECD checklist because I’m not administer
sure if the child can do it by their
own.
Rose We let the parents answer the Letting parents to
ECD checklists. answer ECD
checklists
Jennifer Due to strict health restrictions of Rely on what
Inter-Agency Task Force (IATF) parents will
the face-to-face administration of answer
ECD checklist was not allowed.
Because of this we rely on what
parents will answer about doing
the checklist activities.
Lea For those who do not have cell Find ways such
phones, we have to go to their as home
homes to find out the abilities of visitation
the child.
Vangie When parents are the one Unreliable result
answering the checklist and we
were not able to validate the
results.

Table E presented the theme that emerged from the responses of the

participants on the challenging factors they encountered in administering ECD

Checklist. As presented in the table, the participants had almost similar

responses with regard to this question. Their answers affirmed mostly to the

possibly unrealistic results of the ECD checklist assessment during distance

learning. From these responses, the researcher was able to came up with the

super ordinate theme “Inevitable Unreliable Assessment” which were extracted

from the following subordinate themes: Time Management; Difficult to

administer; Difficulty in validation process; Relied on parent’s answers; Hard to

 90

administer; Letting parents to answer ECD checklists; Rely on what parents will

answer;

Find ways such as home visitation; and Unreliable result.

Inevitable Unreliable Result. Due to the unprecedented COVID-19

incident, the Philippine education system is struggling to adapt to the sudden and

major shift to distance learning during the Covid-19 pandemic. New protocols for

distance learning, online or otherwise, require teachers to rapidly change their

practices, including daily tasks, responsibilities and accountabilities. Teachers

were asked to develop new alternative and varied approaches to monitor

children's learning. Particularly conducting assessments remotely during COVID-

19 has posed extraordinary challenges. Since public and private schools were

closed to protect the health of learners and educators, teaching had to be

performed remotely with the use of modular and digital platforms. Ultimately,

assessing student progress during remote learning requires creative approaches.

As for the responses of the kindergarten-teacher participants, most of

them affirmed that they let parents oversee the completion of the ECD checklist

in compliance with government health and safety guidelines to prevent the

spread of the virus. They also affirmed that they are unsure on the results of

assessment which conducted by the parents or guardians.

 91

CHAPTER V
FINDINGS, IMPLICATIONS AND RECOMMENDATIONS

This chapter presented the findings, issues and implication of the study in

consolidated form. The recommendations were also offered in this chapter.

Summary of Findings

The following were the salient findings of the study:

The kindergarten teacher-participants reported their own experiences of

facilitating flexible learning modality. The majority of the participants considered

parents’ capabilities, abilities, and the policies provided by the Department of

Education to be followed in creating a class program or Weekly Home Learning

Plan.

Based on the participants’ experiences, they revealed that parents were

not able to follow the given schedule of the distribution and retrieval of learning

modules. All of them described their experiences on distribution and retrieval of

modules were associated with “frustration, tiredness, and scheduling issues of

 92

parents” as they considered the distribution of materials as a major awakening of

their roles as teachers in the current situation.

All of the participants revealed how the MDL modality influence their

teaching strategies. They pointed out that flexibility, home visitation,

communication through Facebook messenger, attending webinars and trainings,

and engaging and interacting with parents influenced their teaching strategies.

The testimonies of the participants unfolded how the teachers were trying their

best to deliver positive early learning experiences to the kindergarten learners in

spite of adapting the modular print distance learning modality.

Majority of participants have affirmed responses such as considering

translating the instructions into Tagalog, spending a lot of time in printing,

consider parents’ availability and capabilities, consider learners’ learning

environment, and inevitably purchasing inks and bond papers out of their own

pocket just to provide each student with the necessary learning materials.

All of them stressed out that the challenges they encountered in

administering ECD checklist. These shared experiences of the participants

manifested three main points such as difficulty in validation process and teachers

depending on the parents' response.

Based on the responses of the participants, they manifested that the

common feedback of parents about the Modular modality was their affirmation

that the physical presence of a teacher is a must and needs to be demonstrated

in some way to learners in this time of distance learning.

 93

Majority of the participants revealed their experiences on facilitating

factors of the Modular Distance Learning Modality. Based from their testimonies,

MDLM provided convenience as it gave them the opportunity to spend more time

with their family.

The majority of the participants also conveyed that connecting with

parents or guardians and giving considerations provided greater happiness and

helped them to surpass the challenges in Modular Distance Learning modality.

The results of the research identified the participants’ experiences of

facilitating modular print distance learning modality amidst COVID-19 pandemic.

It also looked into how the teachers would craft effective modular teaching and

learning approaches. This was communicated through the five major themes

emerged from the shared testimonies of the participants.

Theme 1: Considers Parent’s Apprehensions and DepEd’s Mandates

All of the participants believed to consider parent’s feedback, parent’s

academic capabilities, availability of parents, and as well as compliance with the

mandates of DepEd in crafting a class program or the Weekly Home Learning

Plan (WHLP). Based on the testimonies of the participants and shared

experiences during the interview, participants saw the significance of seeking

and understanding the perspectives of parents during this difficult situation.

The implementation of Modular Distance Learning Modality of the

Department of Education was made in response to areas that do not have the

ability to have adequate gadgets and internet connectivity. The participants also
 94

considered the MELC in crafting WHLP. The release of Most Essential

Competencies (MELCs) will enable the Department of Education to focus

instruction to the most essential and indispensable competencies that the

learners must acquire. These serve as guide for teachers as they address the

instructional needs of learners while ensuring that curriculum standards are

maintained and achieved. With the challenges on learning delivery posed by

pandemic, teachers need to be empathetic especially when parents voicing

frustration at not being able to help their children.

Theme 2: Work-Parenting Conflict.

There were some parents today who have fully left the responsibilities of

educating their children to the teachers. The quick change in the modality of

teaching and learning has encouraged the parents to spend extra time teaching

their children. In the Modular Distance Learning modality, the parents serve as

learning facilitators. In this case, they have to attend to two significant roles: to do

their household chores and to spend time teaching their children. A number of

parents have chosen the modular distance learning and also affirmed their

willingness to the activities that would involve them such as in the distribution and

retrieval of the learning modules. Most of these parents believe that this is the

most suitable modality since they do not have internet connection at home and

installation of this service would also add burden to their expenses.

Theme 3: Flexible Strategies for Equitable Learning

 95

The third theme that emerged from the responses of the respondents was

concerned on how the Modular Distance modality influence the teaching

strategies of the participants. As seen on the table, the participants were able to

face a whole new set of challenges brought about by MDL as they aim to make

learning equitable in this new environment.

Since every student has different capabilities, some learn faster than

others. Because of this difference, it becomes a challenge for teachers to

implement methods that help out the students. Therefore, teachers need to come

up with effective teaching strategies and implement innovative solutions in order

to meet every student’s individual needs. It can be noticed from the responses of

the kindergaten-teacher participants that despite the risk of COVID-19, they were

able to have the time to home visit their students especially for children who have

no one to assist on their studies. As for their responses, it can be noted also that

they were able to establish effective communication with parents to understand

the other’s needs and goals. It provided parents with an understanding of the

teacher’s expectations, while providing teachers with important knowledge about

the child’s background.

Further, it was also revealed in this study that the parents have seen the

positive impact of attending webinars that help them to get rid of any lingering

doubts about the implementation of MDL modality. They also believed that this

pandemic has highlighted the need for flexibility and more time for student-

teacher interactions especially that majority of the students have no internet

connection, a device to use, or a space to learn in.

 96

Theme 4: To Empower Learning: Compassion is the Key.

Being a compassionate teacher is even harder when there are problems

with very limited solutions. However, staying kind when it is tough can have a

tremendous positive impact on those who will see it. Looking on the bright side

always seems to help make things better and that is exactly what the teachers

do. It can be noticed from the responses of the participants that their role as

teachers does not end with providing learning modules.

Teachers ensured that the modules they provided were understandable so

that the lessons were easily taught to their children. As for their responses, they

were able conduct home visits of their students to provide support and observe

each child’s needs, since self-care and social and emotional skills were important

for kindergarten readiness. Home visitation also provided parents with an

understanding of the teacher’s expectations, while providing teachers with

important knowledge about the child’s background. Further, it was also revealed

in this study that the participants were reaching into their own pocket to pay for

school supplies and spent hours at home printing learning materials.

Theme 5: Inevitable Unreliable Assessment

In this time of great challenge for education, assessing may possess

unreliable assessment results. As instruction adapts to these new distance

learning modality, assessment must also adapt. Assessment data is still needed

at this time to drive instructional decision-making and accelerate learning. The

majority of the participants expressed that their experiences in administering

 97

Philippine Early Childhood Development Checklist were challenging and difficult.

It was clearly stated from the participants’ shared experiences that during

modular distance learning, the conduct of assessment depended on the

responses of the parents. Participants relied on the parents’ answers due to

restrictions of physical interaction. In this way participants developed doubt for

the outcome or real progress of each learner.

Issues and Implications

The following were the issues and implications drawn by the researcher

based on the consolidated findings of the study.

1. That Kindergarten teacher-participants described their teaching

experiences in the modular distance learning as difficult yet

manageable. It just proved that teachers were really flexible and able

to adapt to unexpected events.

2. That this study provided an avenue for participants to reveal the needs

and the real experiences of teachers in promoting quality education

despite the pandemic.

3. That facilitating modular learning modality provided parents and

community a core knowledge about the role of early learning

experiences and environments in shaping positive learning

experiences to child’s development. The participants observed that

having modular teaching has made it possible for parents to realize the

great role they play in the children’s learning. Likewise, participants

 98

realized that there are parents who just enrolled their children so that

there is someone to watch over them while they are at work. That is

why now that learning held at home there is often no one to watch or

teach children in their studies.

4. That the participants had common perspectives on the importance of

having kindergarten’s own textbook rather than modules and the

importance of having school guards and school utilities of each school.

Moreover, despite that modular teaching being implemented and

facilitated by all of the participants, parents will still need to provide

mobile phones in meeting the new normal.

5. That the participants' testimonies revealed that the existence of

webinars and online training helped teachers better understand how

they can teach children using modular approach.

6. That the kindergarten teachers realized that as the facilitator and have

the access and capability to educate the child’s most impressionable

years, they handle the biggest roles and responsibilities to provide

multiple pathways to early learning experiences that can accommodate

every kindergarten learner.

7. That kindergarten teachers even experiencing different risks from

exposing to COVID-19 pandemic, still give importance in reassuring

that learning was delivered to the learners and was able to surpass the

challenges they encountered and to deal with demands of the new

learning modality.
 99

8. That as a former kindergarten teacher, the researcher believed that the

underlying themes found were the basis on how participants faced the

challenges and demands of modular distance learning modality.

Recommendations

Based on the results of the study, the researcher had the following

recommendations:

1. The Department of Education/school administration may create a

program/project or activity that will provide opportunities for parents

who want to learn academically and assist them as the teach their

children at home.

2. The school heads may consider to conduct webinars and sessions for

moral and mental support to teachers in promoting distance learning.

3. The Department of Education may consider of providing uniform

textbooks rather than modules.

4. The Division of Office of Calamba may consider to continue providing

internet allowance to teachers not only during the distance learning.

5. The Kindergarten Teachers are encouraged to continually engage

parents in instructional dialog and reflective practices to ensure and

strengthens the child’s positive early learning experiences.

6. This thesis may offer an avenue for further study the root causes of

the identified challenges and demands faced by the kindergarten

 100

teachers in facilitating Modular Distance learning as the facilitator of

early learning experiences and critical years of kindergarten learners.

Reflexivity Statement

To maintain a reflexive stance, it requires the researcher to attend

to his or her own, his or her subjects’, and his or her audience’s biases and

perspectives (Glesne, 2006).

The researcher is an elementary teacher and teaching for eight (8) years.

Through her experiences as a teacher, she is highly motivated to work toward

improved teaching practices and believes that the teaching profession and

teachers themselves carry a heavy burden and equal potential for impact on

education. The researcher practiced the phenomenological process of epoche as

described by Moustakas (1994). Through the epoche, the researcher

endeavored to identify and set aside the prejudgments and biases.

Teachers truly are the backbone of society. They are the role models to

children, offer guidance and dedication and give young people the power of

education. The opportunity to conduct research that will help ease the work of

teachers and allow them to develop appropriate teaching strategies in

unanticipated times such as the COVID-19 pandemic is a great opportunity for a

researcher. Despite the research things and methods that the researcher did not

yet know she continued to pursue the study.

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The researcher wanted to convey the essence of lived experiences of

kindergarten teachers as caregivers and educators in the most important years of

kindergarten children and through this study come up with a realistic program

and appropriate strategies that will help not only the students but even teachers

and the community.

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APPENDICES

Appendix A
Permit Letter & Survey Questionnaire
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Google Form
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Actual Interview Documentation

Participant No.1: Eden

Responses/Answers:

1. In creating a class program there are things to be considered. First the

knowledge about the streamlining of learning competencies for school year 2020-
2021 which is the Most Essential Learning Competencies (MELCs) that serve as
a primary reference of all schools while adapting to the challenges caused by the
pandemic and followed by the accomplishment of tasks contained in PIVOT 4A
modules.

2. Most of the time that we are having a distribution and retrieval of modules in
our school. The fact that we are vulnerable in the virus still we are doing our task
as a teacher. I also experience to feel tiredness because some of parents are
simultaneously approach in the school. Some parents do not follow the strict
schedule that being implemented.

3. The modular distance learning modality is somewhat peculiar the way we used
in our modality as a face to face. The strategies that I been doing that influence
my strategies is that the approach that I been using is a home visitation. The fact
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that we are vulnerable in the virus we are trying our best to deliver the lesson for
our students. I sent videos to our GC in fb messenger but some of my students
do not have internet connection to engage.

4. I make sure that I explained very well the instructions for the parents for them
to execute the lesson. I also make sure to keep in touch with my students. In
preparing learning materials it also a problem to make an activity for my students
which suits to their learning experience. It is also a weak point that even parents
they are doing the task that a student should be. It is difficult to assess those
students’ weaknesses.

5. The challenges that I encountered in administering the ECD Checklist is time

management and some of my students shown late development at their age.

6. They are tired to encourage their learners to study their lesson, most of the
time young learners tend to play all the time rather than study. They do not
cooperate to their parents because for them they are not the teachers.

7. Since most of the parents are working, sometimes they were not able to get
the modules on time so we left them to our school guard or to our school utility
personnel since they are always there. So the parents were still able to get the
modules of their children. Because of this modality I had the chance to mingle
with my family and to be able to give time for myself.

8. I regularly check with my students and parents through phone calls and asked
if how they are doing. Another is to always entertain their questions to be more
considerate in their situations.

Participant No. 2: Helen

Responses/Answers:

1. There are lot of things to consider in creating a class program, especially our
school is adopting Printed Modular Modality. We considered the availability of
parents for they are the one who will guide the pupils at home because most of
them are working parents too.

2. I often experience during module distribution is not all parents get the module
on the set date.

3. It influence my teaching strategies by making me flexible and considerate

using this modality. It made me develop some skills and also made me realize
that communication is the best strategy in this time.
 117

4. In preparation of learning materials I should consider their learning

environment and resources.

5. First is to know if my learner can perform the domains in the checklist. And in
validation, I find it difficult to communicate with the learners since not all have
internet connections.

6. The common feedback from the parents is to have a face-to-face learning

modality as soon as possible. Second, their child cannot concentrate due to
noisy neighbors. I always congratulate the parents every time especially on the
day of retrieval and distribution of modules because we know that this is not an
easy task for them.

7. What I like in modular modality is I had the chance to be with my family most
of the time and working from home is a lot more comfortable.

8. I explain to parents the situation today that even though it’s a hard time for us,
we still need to do what is best for the children and it’s for them to continue
learning even at home.

Participant No. 3: Abigail

Responses/Answers:

1. The WHLP instructions were translated to Tagalog for parents to understand it

comfortably and easily.

2. Exposing teachers to the threat of Covid-19 for me is not advisable. While

some parents can’t come in the given schedule due to work but they were able to
find ways to get the modules of their child.

3. I was able to think more different teaching strategies effectively because I get
to work from the comfort of my home.

4. In the preparation of learning materials it took me long time for the preparation,
printing of WHLP, worksheets, harmonized assessment and sorting.

5. The challenge in administering the Philippine Early Childhood Development

(ECD) Checklist was the validation process since not all of my learners have
internet connections I was not able to see and validate their skills.
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6. Most of my parents suggested to have a program or short period of classes

that will cater parents who are lack in academic knowledge. It would be a big
help for parents to have the confidence to teach and support their children in
times like this that we do not expect. Another is that it is hard for them to be a
teacher. They have lot of work to do aside from household chores they are also a
working parent. My parents always ask me personally or through text messages
or phone calls.

7. I experienced less stress somehow. I don't have to watch over or worry about
children who may get hurt within the classroom.

8. I keep in mind that it is our duty to educate students and we all know the
difficulty of the situation at the moment.

Participant No. 4: Marie

Responses/Answers:

1. Another thing to consider is the ability of parents on how to relay learning to

their children. Translating WHLP from English to Tagalog among our parents
would be great help them to explain, scrutinize the lesson and activities to their
children.

2. Often times almost 30% of my kindergarten parents or guardians were not

able to get or submit the module on time due to their work. Some forget to bring
pen for attendance signing.

3. It does not require me to use various teaching strategies.

4. I have more time in preparing instructional materials.

5. Teachers only rely to the answer of the parents through phone calls or video
call during validation.

6. Random inquiries regarding the activities. Some of the parents asked me to

provide the kindergarten student a textbook to encourage their children to write,
color and read. Because according to them the content of textbooks are better
than the distributed modules.

7. My pupils have the opportunity to study at any time and I’m also glad that they
have more time to play which they really need.

8. I always letting my parents know that I am available to answer their queries.

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Participant No. 5: Jordan

Responses/Answers:

1. Every teacher strives to find new and interesting ways to improve their lessons
plans to ensure that all of their students have equal chance to reach their full
potential. In creating class program we need to consider the following: the time
constraint, the blocks of time, and the arrangement of activities from opening up
to the end and the collaboration of each department in managing class program.

2. The fact that we are also vulnerable with the virus, still we are doing our task
as a teacher. There are parents who are constantly absent during the scheduled
retrieval and distribution of modules. Some parents do not follow the strict
schedule that being implemented. It is quite hard to check all the activities
because some pages or worksheets were not able to answer by the pupils.

3. The most important role of a teacher in distance education is to model

effective teaching through well-designed instructional content and appropriate
communication medium. A teacher carries out a variety of functions as a subject
or discipline expert besides undertaking pedagogical and academic activities.

4. In preparing learning materials, it should be based on MELC, BOW, and TG

and the needs of our clients which our students.

5. I was not able to witness the abilities of my students. Our supervisor instructed
us to let the parents do the administration of ECD checklist.

6. Because of this pandemic I realized the importance of parents’ educational

background for them to deliver the lessons easily to their children. Most of them
told me that this modality was very challenging because some of them have work
so they can’t teach their child. Some of them also told me about so many
distractions that they encountered at home.

7. Being a father I am very happy that I had this opportunity to have more time
with my wife and my daughter.

8. I gave parents words of encouragement, advice and provided them easy to

understand instructions so that they can easily teach it to their children and I will
make sure to give them considerations on the day of distribution and retrieval of
modules.
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Participant No. 6: Dearlyn

Responses/Answers:

1. I need to consider the time and the program that I need to include and also I
need to consider the parents because they are the one who will guide the pupils
at home.

2. In our school, the distribution and retrieval is very organized and the parents
are cooperative that’s way we can easily give them the modules.

3. As a teacher this is my first time to experience the modular distance learning

and it’s hard at first because different teaching strategies will be used, but the
webinars helps me a lot to change my strategies in teaching while we are in this
modality.

4. In preparation of learning materials is difficult because you need to print lots of

activities and whlp for the pupil’s and it really takes a lot of time, ink and bond
papers are always needed.

5. For me it’s hard to administer the ECD checklist because I’m not sure if the
child can really demonstrate those activities or do it by their own.

6. They wish that it would be face-to-face learning again.

7. Working from home, I was able to get things done in a safe and relaxing way.

8. With the help of my very cooperative kindergarten parents especially they are
now the teachers of their own children at home I am able to surpass this kind of
modality.

Participant No. 7: Rose

Responses/Answers:

1. The availability of the parents to assist or help their children and also the
materials they are going to use in doing their lessons at home.

2. Most of my pupils were not able to submit their modules since it’s not yet finish
because the guardian or parents has work.

3. This is very challenging times and I wasn’t able to meet or interact with my
pupils face to face. The challenge is for me to make the parents understand or
learn how I, as a teacher, teach that specific lesson to my pupils for them to
somehow understand it.
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4. It is very difficult for me because there are many instances where I am the one
who bought the bond papers and ink just to provide learning materials for my
pupils.

5. We let the parents answer the ECD checklists.

6. One of the complaints of parents are the distractions at home. Parents find it
difficult to discipline their children and to teach them because their children just
want to play.

7. My pupils have the opportunity to study at any time.

8. Through home visitation and sometimes Google classroom we got to have a

“kumustahan” and they were able to see who their teacher really is.

Participant No. 8: Jennifer

Responses/Answers:

1. We are challenged to create classroom program that is suitable for our

learners. Availability of parent who are teaching their child is another factor to
consider and the capabilities of parents/guardian to teach them at home.

2. Because of this pandemic, we must obey health protocols to be safe not only
for us but for the parents as well. There are minimal number of parents who are
not able to get or submit the module on time.

3. Honestly, it’s a big adjustment because we are used to teach in face-to-ace

basis. My eagerness to learn to adopt on this modality, helped me a lot in
adjusting. I have learned to create my own clip art by means of you tube video
tutorials. In that way I was able to produce activity sheets using my own clip art.
Creating video through power point presentation is also useful.

4. We need to translate the instructions of WHLP into Tagalog and the learning
materials for the parents to understand and easily to deliver to their children.

5. Due to strict health restrictions of Inter-Agency Task Force (IATF) the face-to-
face administration of ECD checklist was not allowed. Because of this we rely on
what parents will answer about doing the checklist activities.

6. Often what parents complain about is that their children want their real teacher
to teach them for them to listen.
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7. Less hassle and stress in doing instructional materials. I also realized the
importance of the presence of our school guard and school utility. For they are
the one who helped us in the distribution and retrieval of modules in this time of
flexible learning.

8. I call, chatted and posted my own video tutorial in our FB Page so it will serve
as their guide. In that way children can also watch it on their own, when their
parents are at work.

Participant No. 9: Lea

Responses/Answers:

1. It should be aligned to the MELC; according to the level and capabilities of the
pupils; instruction with differentiated activities.

2. We used all available forms of communication just to reach out my students

and parents.

3. Being flexible helped me to better understand a teacher’s responsibility to do

everything in response to sworn duty.

4. I always consider the level and capability of my pupils in answering the

worksheets and it should have differentiated activities.

5. For those who do not have cell phones, we have to go to their homes to find
out the abilities of the child.

6. Difficulty in teaching their kids; no time; working parents etc.

7. Modular Distance Learning modality gave me enough time to provide and

prepare instructional materials.

8. I give considerations to parents on the day of distribution and retrieval of

modules.
Participant No. 10: Vangie
Responses/Answers:

1. With regards to the new normal, things to be considered for me are the
following: aligned to MELC, aligned to PIVOT 4A learner’s materials, and the
instructions of the modules must easy to understand for parents.
 123

2. There is no significant event or something unusual during distribution and

retrieval, sometimes from the side of parents they only forgot to bring their own
pen for attendance signing.

3. In this time of pandemic as we adopt the modular print modality in teaching, I

realized that even though it is dangerous nowadays to have face-to-face
communication with people due to COVID-19, a teacher will still make a home
visit just to make sure that learning was delivered.

4. I should give my learners activities that are appropriate to do at home and

effective.

5. When parents are the one answering the checklist and we were not able to
validate the results.

6. Some parents told me that their children have no motivation to study and they
want to go to school.

7. Yes I admit that MDL provide lots of advantages yet when parents admitted
that the modules or task were done by them not by their kids, just to be able to
pass it on time. That’s really frustrating!

8. I always congratulate the parents every time I see them especially on the
submission of modules. Because I know that their roles as learning facilitators
are very challenging and that they are also working parents that need to earn for
a living and yet the full responsibility of teaching is on their shoulder.
 124

CURRICULUM VITAE

MAE ANN A. CAMACHO

maeann.camacho@deped.gov.ph
09219769192
Purok 4, Brgy. Maunong, Calamba City, Laguna

Professional Background

 Public School Teacher II

Maunong Elementary School
2015 to May 2021
Served as Supreme Pupil Government Adviser
Kindergarten Teacher
Early Language, Literacy, and Numeracy Program (ELLN)
Coordinator
Transparent, Ethical, Accountable (T.E.A) Governance
Coordinator
Filipino Coordinator
Araling Panlipunan Coordinator
 125

Summary of Skills

 Excellent with children.

 Teaching assistance expert.
 Good Painter
 Can perform MS applications.

Educational Background

 Master’s Degree Program

MASTER OF ARTS IN EDUCATION, Major in Educational Management
August 2021
Laguna State Polytechnic University,
Los Baños, Laguna

 Bachelor’s Degree
CITY COLLEGE OF CALAMBA April
2013
Bachelor of Elementary Education

 Secondary Level
CALAMBA BAYSIDE NATINAL HIGHSCHOOL April
2005
Brgy. Palingon, Calamba City, Laguna
Honor Graduate

 Primary Level
SAMPIRUHAN ELEMENTARY SCHOOL March
2001
Brgy. Sampiruhan, Calamba City, Laguna
2nd Honorable Mention

Eligibity
 Passed the Licensure Examination for Teachers (LET)
January 2014
Lucena City
Rating: 81.2%

Personal Background
 126

Mother: Alma A. Camacho

Father: Edwin E. Camacho
Birthday: November 13, 1988
Age: 32
Sex: Female
Birth Place: Northern Samar
Religion: Roman Catholic