Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

7003164, ISSN 2822-4353

Research Article

Junior High School Teachers Challenges and Readiness on Modular Teaching Approach
Johaina G. Guiamblang*, Fairodz T. Minandang, Norma Z. Dalgan, Sittie Rahema T. Daglok,
Candao G. Daglok, Asgar D. Mamidted
For affiliations and correspondence, see the last page.

Abstract
This study was conducted to determine the Junior High School Teachers Readiness and Challenges
on Modular Teaching Approach at Datu Tahir Ampatuan National High School. The respondents of
this study were the twenty (20) Junior High School teachers at Datu Tahir Ampatuan National High
School in the school year 2020-2021. Thus, the following are the findings of the study: Teachers’
Readiness on Modular Teaching Approach in terms of module preparation/ production obtained
overall weighted mean of 3.41 and described as moderately ready. In terms of module distribution, it
obtained an overall weighted mean of 3.45, and described as moderately ready. Hence, the module
retrieval obtained an overall weighted mean of 3.43 and was assessed as moderately ready. In terms
of module preparation, it obtained an overall weighted mean of 2.32 and was assessed as somewhat a
challenge. Likewise, the module distribution obtained an overall weighted mean of 2.24 and was
assessed as somewhat a challenge. Lastly, in terms of module retrieval, it obtained an overall
weighted mean of 2.47 and was assessed as somewhat a challenge. Moreover, the implications of the
study were discussed and recommendations are made.

Keywords: Challenges, Readiness, Junior High School Teachers, Modular Teaching Approach

Introduction quality education amid the pandemic. According to the

Education has a significant impact on the lives of
learners. Teachers are important part of this process
since they are one of the most important tools for
delivering high-quality education. Amidst the threat of
COVID-19 pandemic in the Philippines, the educators,
students, and the school are still coping and adjusting
to the distance learning education and has impacted
not only individuals’ private lives with strict
limitations but also resulted in enormous changes in
teaching and learning in education and one of these is
the mode of instruction that was implemented by the
Department of Education.
Most countries around the world have temporarily
closed the educational institutions to contain the
spread of the virus and reduce infections (Tria, 2020).
Within the school, face-to-face involvement of pupils
and teachers has also been suspended. The Philippines
is currently transitioning to a new normal type of
education, and educators' constant innovations and
active participation from other stakeholders are the
driving forces behind its success. The Department of
Education developed Modular Distance learning to
ensure educational continuity for each school to
continue to fulfill its objective and vision of providing
quality education to every Filipino learner.
Teachers play a vital role in the continuous delivery of
study conducted by Lapada et al. (2020), teachers were
highly aware of the presence and consequences caused
by the COVID-19 pandemic. Despite the threats of the
COVID-19 pandemic, teachers continue to serve by
formulating modules as the learning guide of students.
Modular teaching approach is a type of alternative
instructional design that makes use of specially created
educational materials that are tailored to the needs of
the students. To retain focus and attention, students are
encouraged to concentrate on a variety of activities
that are both engaging and demanding. Modules are
self-contained, self-instructional materials in which
learners participate actively. Content of modules is
broken down into small stages and each stage has clear
learning objectives, built-in assessment and feedback.
Students can use modules at their own pace. Variety of
methods and media increase the interests of students
and meet their needs.
Amidst the threat of Covid-19, schools in Libutan,
Mamasapano Maguindanao have adapted modular
distance learning. Every school in the municipality has
distinct needs and has to adjust to what is necessary in
its situation.
This study is devoted to the study of the readiness of
the teachers on the modular teaching approach at Datu
Tahir Ampatuan National High School. The study of
phenomenon of preparedness involves focusing on the
number of challenges, which are simultaneously

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Research Article
factors that affect the formation of readiness. This
study identified the readiness of Junior High School
teachers on teaching approach.
In this regard, this study was conducted to find out the
readiness and challenges encountered by teachers of
DTNHS in the use of modular approach.
Research Questions
This study aimed to determine the challenges and
readiness of the teachers on modular teaching
approach at Datu Tahir Ampatuan National High
School during the academic school year 2020-2021.
Specifically, it south to answer the following
questions:
1. What is the level of readiness of the teachers on the
modular teaching approach in terms of:
1.1 module preparation and production;
1.2 module distribution; and
1.3 module retrieval?
2. What are the challenges encountered by teachers on
modular teaching approach in terms of:
2.1 module preparation and production;
2.2 module distribution; and
2.3 module retrieval?
Literature Review
Use of Modular Learning
The use of modules encourages independent study.
One of the benefits of using modules for instruction is
the acquisition of better self-study or learning skills
among students. Students engage themselves in
learning the concepts presented in the module. They
develop a sense of responsibility in accomplishing the
tasks provided in the module. With little or no
assistance from others, the learners progress on their
own. They are learning how to learn; they are
empowered (Nardo, 2017). Other advantages of
modular instruction include more choice and self-
pacing for students; more variety and flexibility for
teachers and staff; and increased adaptability of
instructional materials.
Modules are increasingly being used in many countries
as a way of organizing a language curriculum. As a
consequence, many course books are now structured
on the basis of “modules” rather than “units”. The
concept of “module” is strictly linked to the idea of a
flexible language curriculum Taneja (2004) defined a
module as a unit of work in a course of instruction that
Guiamblang et al.
is virtually self-contained and a method of teaching
that is based on the concept of building up skills and
knowledge in discrete. A module is a set of learning
opportunities organized around a well-defined topic
that contains the elements of ordinate dictation,
categorical objectives, edifying cognition activities,
and evaluation utilizing criterion-referenced measures
UNESCO (2003).
Modular learning arranges information in a way that
presents points in an intelligent way, and it can be
individualized according to learners' needs. Traditional
course frameworks generally present information
sequentially, and they intersperse quizzes after some
prescribed reading or lecturing is offered. Modular
courses tend to use learning objects that are more
closely related to a holistic approach to information,
often including a problem-oriented approach (Tseng,
Su, Hwang, Hwang, Tsai, & Tsai, 2008).
A module covers either a single element of subject
matter content or a group of content elements
composing a discrete unit of subject matter or area of
adeptness. A module has placidly defined objectives
preferably in behavioral form (Daries, 2005).
Modular Teaching Approach
Modular teaching is concerned for each student as an
individual with his/her own special aptitude and
interest, goal of helping each student to think for
himself, and allowing the individuality to each learner.
The emphasis must be on the one–one students with
unique abilities, aspiration, and influencing
experiences and, again to provide quality education,
the teacher must personalize and individualize the
instructional program. When a teacher devoted to
individual learning, he/she finds time for personal
discussion with students and giving them individual
help. The individual learning may help in developing
many notable and self-reliant characters, and in much
more modern ways, students enjoy periods in which
they pursue their interests and satisfy their curiosities
(Manlove & David, 2005).
Modular teaching is one of the most widespread and
recognized teaching learning techniques in many
countries including other Western countries and Asian
region. Modular approach is used almost in all subjects
like natural science, specifically in biology and
medical education and even in social sciences as well
as in computers education. Manlove and David (2005).
In considering the individual differences among the
learners which necessitate the planning for adoption of
the most appropriate teaching techniques in order to
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help the individual grow and develop at her/his own
pace (Kandarp Sejpal, 2013).
The most important element of the modular approach
is a multi-level system of control. The information
block is followed by exercises of entry control, with
the help of which the entry testing of knowledge and
skills is performed to determine readiness of students
to work independently. Given exercises should
correspond to the logic of presenting theoretical
material in the information block, i.e. to put theory into
practice step by step.
The objective is to equip students with theoretical
knowledge, develops professional skills. The
advantage of the modular teaching approach is that
learners can independently study the proposed
program, including goals, objectives, theoretical
information, practical exercises and final tests
(Bashmakova, 2014).
One of the main advantages of the modular approach
in teaching is that the time of working on the module
is student-specific and it can take the most advanced
students only 1-2 months to complete the module
compared to 4-5 months of the semester within a
framework of the traditional system of University
education (Bashmakova, 2014).
Modular Approach in the Philippines
In March 2020, the coronavirus disease (COVID-19)
pandemic forced schools in the Philippines to stop
face-to-face learning activities and abruptly shift to
modular approach. The modular approach situates
Filipino students to learn in the comfort of their
homes. Limited contact with teachers will place
parents or guardians as the learners’ model or the
“More Knowledgeable Other (Marohombsar 2021).
Modular learning is the most popular type of Distance
Learning in the Philippines, this learning modality is
currently used by all public schools because according
to a survey conducted by the Department of Education
(DepEd), learning through printed and digital modules
emerged as the most preferred distance learning
method of parents with children who are enrolled this
academic year 2019-2020. This is also in consideration
of the learners in rural areas where internet is not
accessible for online learning. (Dangle & Sumaong
2020)
Despite of this COVID-19 pandemic, Mindanao State
University- Sulu Senior High School opened the
school year 2020-2021 using modular distance
learning approach that was to adapt well in a new
Guiamblang et al.
normal classroom environment, and a new
development in teaching learning process. The
modular approach placed students to learn in the
comfort of their homes, limited contact to the teachers
and their parents and guardians take place as their
learners’ model. (Aksan 2021)
DepEd Issuance on Modular Learning
DepEd order No. 018, s. 2020, 20, otherwise known as
Policy Guidelines for the Provision of Learning
Resources in the Implementation of the Basic
Education Learning Continuity Plan (BE-LCP). The
policy establishes the guidelines that will enable
DepEd to provide learning resources in the
implementation of the BE-LCP. Moreover, on the
release, utilization, and liquidation of support funds for
the printing and delivery of self- learning modules and
other learning resources
To ensure the quality of self-learning modules (SLMs)
being used in the modular distance learning modality,
the Department of Education (DepEd) issued
guidelines on the evaluation of SLMs, particularly
those that will be used by students in the coming
grading periods.
Enclosure to DepEd order no. 018, s. 2020, The public
health emergency brought about by COVID-19 calls
for the Department of Education (DepEd) to be
innovative and resourceful in delivering quality,
accessible, relevant, and liberating education. In
response to this emergency, the agency developed the
Basic Education Learning Continuity Plan (BE-LCP)
to ensure that learning opportunities are provided to
our learners in a safe manner, through different
learning delivery. In line with this, the Department,
through its Regional and Schools Division Offices
undertake the urgent and necessary development,
production and provision of learning resources, in
accordance with its mandate.
In accordance with its legal mandate, DepEd has
promulgated issuances on flexible learning and
materials, specifically, DepEd Order No. (DO) 21, s.
2019, or the Policy Guidelines on the K to 12 Basic
Education Program. It sets forth Flexible Learning
Options (FLOs), which includes alternative delivery
modes and its corresponding learning resources that
are responsive to the need, context, circumstances, and
diversity of learners.
These policy guidelines aim to set the standards and
specifications in the provision of learning resources in
the implementation of the BE-LCP. The learning
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resources serve as learning toolkits for learners where
procedures, instructions, and other details are provided
to aid the learning process, with the supervision of
responsible adults along with the continuous
monitoring /and guidance of teachers. This policy
establishes guidelines that will enable DepEd to
provide learning resources in the implementation of
the BE-LCP for School Year (SY) 2020-2021.
In DepEd Order 001 s. of 2021 signed by Education
Secretary Leonor Briones on Jan. 4, the DepEd issued
p o l i c y g u i d e l i n e s on the ev a lu a ti on
of SLMs for Quarters 3 and 4 for the school
year (SY) 2020-2021. The policy aims to establish a
systematic evaluation process that may lead to the
procurement of SLMs for Quarters 3 and 4 to be used
in SY 2020-2021 in DepEd schools, Briones said that
the kind of learning resources used in schools mirrors
the kind of education being offered,” she added
“If quality education is expected to be offered, it is Methodology
crucial that quality learning resources shall be
provided to the learners and teachers,” Research Design
The DepEd noted that quality learning resources also
“enable teachers to better assist and guide learners in
mastering the skills, knowledge, and experiences that
will support learners in school and in life.”
Guidelines in the Printing and Delivery of Self-
Learning Modules (SLMs)
The ready-to-print digital copies of the SLMs
developed by the assigned regions, and approved and
considered final, particularly in terms of content and
alignment with the Most Essential Learning
Competencies (MELCs) by the Bureau of Learning
Delivery (BLD), can be downloaded from the
Microsoft Teams folder “Ready-to-Print SLMs”
created by the Information and Communications
Technology Service (ICTS) for the Regional Directors,
Curriculum and Learning Management Division
(CLMD) Chiefs, and Regional Education Program
Supervisors in-charge of the Learning Resource
Management Section (LRMS).
Unauthorized printing, uploading, and conducting
activities involving sharing of digital files other than
the intended purpose are strictly prohibited and shall
be grounds for imposition of administrative and other
sanctions.
For efficient use of funds and to facilitate timely
delivery of the printed SLMs for the first quarter, the
Schools Division Offices (SDOs) primarily, or schools
as authorized jointly by Regional Offices (ROs) and
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SDOs, shall set the print run based on the quantity
needed and deliver these immediately to schools. The
SDOs shall continue to set the requirements for the
subsequent quarters, with continuing consultation with
the Central Office on the appropriate printing
arrangements.
In view of the extreme urgency to provide the
minimum SY 2020-2021 Quarter 1 SLMs to learners
on or before the opening of classes on August 24,
2020, the SDOs are given the flexibility to determine
the standard technical specifications in the
procurement or in-house/by administration production
of printing and delivery of SLMs. In the succeeding
quarters of the school year, an addendum to these
guidelines may be issued to ensure uniform technical
specifications.
This study is a descriptive quantitative research design
to determine the challenges and readiness of the
teachers on modular teaching approach. This study
was conducted among Junior High School teachers
from Datu Tahir Ampatuan National High School.
Locale of the study
This study was conducted at Datu Tahir Ampatuan
National High School. This school is located at Brgy.
Libutan, Mamasapano, Maguindanao. It is one
hundred seventy-eight kilometres (178 km) north of
Tacurong City, and from Poblacion, Dalican, Datu
Odin Sinsuat, Maguindanao.
Respondent of the Study
The respondents of this study are all the Junior High
School teachers of Datu Tahir Ampatuan National
High School school year 2020-2021 are 20 selected
teachers who were taken as respondents.
Research Instruments
The researchers used the quantitative research survey
questionnaires to answer the data. For the part I of the
questions, subjects choose from a choices of possible
responses to a specific question or statement;
responses typically include much ready, moderately
ready, slightly ready, and not ready. And for the part II
of the questions, subjects choose from choices of
possible responses, a challenge, somewhat a challenge,
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and not a challenge. teaching approach in terms of module preparation/

production. As presented in the table 1, it can be seen
Data Gathering Procedure that all items gathered overall weighted mean 3.41 that
indicates that the teachers readiness on modular
The researchers wrote a letter address to the principal
teaching approach in terms of module preparation/
of the Datu Tahir Ampatuan National High School
production was rated “Moderately Ready”. However,
asking permission to conduct the study. This letter was
availability in facilities for the production of learning
properly noted by the researchers’ adviser which was
approved by the Dean of College of Education. Upon
modules (3.55) and availability of supplies and
the approval, the researchers asked permission from materials needed in the production of the learning
the Principal of Datu Tahir Ampatuan National High modules(3.55) rated by the participants “Very ready”.
School to orient the teachers as respondents of the
study. After the orientation, the researchers prepared Table 2. Distribution of Modules
the questionnaires that were used in the study.

In the day of evaluation, the researchers administered

the copies of the survey questionnaires to the
participants of the study. But before administering the
questionnaires, the researchers explained to the
participants that they have to answer the items about
their experience on modular teaching approach in
school year 2020-2021.

Results and Discussion

This section presents the data gathered from the

questionnaires and tabulated for interpretation. The
data relating to the teachers challenges and readiness
on modular teaching approach.

Teachers Readiness on Modular Teaching

Approach in terms of module preparation/
production, module distribution, and module
retrieval.
Table 1. Preparation/production of modules
Table 1 presents the teachers’ readiness on modular
Table 2 presents the teachers’ readiness on modular
teaching approach in terms of modules distribution. As
revealed in the table 2, the two (2) items which are the
schools support in avoiding financial augmentation
during the distribution of modules (3.55) and
communication and information dissemination to
parents during the distribution of modules (3.55) were
rated by the participants as “Very Ready”. And the
three (3) remaining items which are the sufficient
personal protective equipment of teachers during the
face-to-face distribution of modules (3.45), students
distance of houses and the kind of road to pass through
during the distribution of modules (3.41), and local
government unit and DepEd assurance to teacher’s
safety and security protocols during distribution of
modules (3.3) were rated by the participants
Moderately Ready.

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Table 4. Preparation/Production of Modules

Table 3. Retrieval of Modules

Table 4 presents the participants response on

challenges encountered by the teachers on modular
teaching approach in terms of module preparation. The
result revealed that the item number 4; volume of SLM
(Self Learning Materials) got the highest mean( 2.55)
and rated as “ A Challenge” followed by (2.4) on item
number 3, Insufficient time and assistance in printing
the modules rated as “Somewhat a Challenge”
followed by item number 1, It takes time to prepare
and print the learning modules rated as “Somewhat a
Challenge” then followed by item number 2, Lack of
Table 3 presents the teachers’ readiness on modular
printing materials /scarcity of supplies gathered with
teaching approach in terms of modules retrieval. Table
(2.2) mean and the lowest mean(2.1) is the item
3 indicated that the overall teachers’ readiness in terms
number 5, Difficulty in using computers/laptop,
of module retrieval was rated as “Moderately Ready”.
printers, machine copier.
The items are the sufficient personal protective
equipment of teachers during the face-to-face retrieval Table 5. Distribution of modules
of modules (3.4), schools support in avoiding financial
augmentation during the retrieval of modules (3.6).
Communication and information dissemination to
parents during the retrieval of modules (3.6), students’
distance of houses and the kind of road to pass through
during the retrieval of modules (3.1), and local
government unit and DepEd assurance to teacher’s
safety and security protocol during retrieval of
modules (3.45).

Challenges encountered by the teachers on

modular teaching approach in terms of module
preparation, module distribution, and module
retrieval.

Table 5 presents the participants response on

challenges encountered by the teachers on modular
teaching approach in terms of module distribution. The
result revealed that all items; unable to contact
students, parents did not follow their assigned schedule
in getting modules of their child, late delivery of
modules from the service providers, inactive contact
numbers of students (Access to students), and late

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student who claim the modules are assessed as
“Somewhat a Challenge” with overall weighted mean
2.24.
Table 6. Retrieval of Modules
Table 6 presents the participants response on
challenges encountered by the teachers on modular
teaching approach in terms of module retrieval. The
result revealed that item no. 1 Difficulty in validating
students’ performance got the highest mean (2.65) and
assessed as “A Challenge” followed by the item no. 2
Modules with no answers/incomplete answers (2.5),
item no. 3 Answer sheets with no names (2.5) and
assessed as “A Challenge”, and item no. 4 Limited
time on checking due to other task (2.5) assessed as
“A Challenge” followed by the item no.5 Not legible
handwritings with lowest mean (2.2) and rated as
“Somewhat A Challenge” and the overall weighted
mean of response of the participants on challenges
encountered by the teachers’ on modular teaching
approach in terms of module retrieval is 2.47 and
assessed as “Somewhat A Challenge”.
Conclusion
Based on the findings of the study, it is concluded that
the challenges and readiness of the teachers on
modular teaching approach was assessed as
moderately ready with the grand total mean of 3.45.
Furthermore, the most challenging for the teachers was
the difficulty in validating the students’ performances.
Based on the findings and conclusion of the study, the
researchers recommend the following: (1) The teacher
should create valid and reliable assessments. (2) The
teacher should give the students time to think and
answer the modules activity sheets completely. (3) The
school should improve the availability of man power
to assist and facilitate in the production of the learning
modules. (4) The school administration should find an
Guiamblang et al.
alternative way to lessen the difficulty in distribution
of the learning modules to the students. (5) The
teachers should attend seminars on assessment on the
new normal education. (6) It is also recommended that
the other researchers should conduct a study regarding
the modular teaching approach.
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Affiliations and Corresponding Information
Johaina Guiamblang
Mindanao State University
Maguindanao, Philippines
Fairodz Minandang
Mindanao State University
Maguindanao, Philippines
Norma Dalgan, MSCIED
Mindanao State University
Maguindanao, Philippines
Sittie Rahema Daglok, LPT, MAT-PE
Mindanao State University
Maguindanao, Philippines
Candao Daglok, LPT
Mindanao State University
Maguindanao, Philippines
Asgar Mamidted, MAELT
Mindanao State University
Maguindanao, Philippines
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