CHALLENGES ENCOUNTERED BY STUDENTS,

PARENTS, AND TEACHERS IN THE

IMPLEMENTATION OF MODULAR DISTANCE
LEARNING AT BARAS NATIONAL HIGH SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Issue: 9
Pages: 1073-1078
Document ID: 2023PEMJ712
DOI: 10.5281/zenodo.7934334
Manuscript Accepted: 2023-05-14 13:49:17
Psych Educ, 2023, 8(9): 1073-1078, Document ID: 2023PEMJ712, doi:10.5281/zenodo.7934334, ISSN 2822-4353
Research Article

Challenges Encountered by Students, Parents, and Teachers in the Implementation of

Modular Distance Learning at Baras National High School
Eloisa Tamayo*
For affiliations and correspondence, see the last page.

Abstract

This study explored the experiences of the students, parents, and teachers during the implementation of Modular Distance
Learning at Baras National High School. The researcher utilized a combination of qualitative and quantitative methods
employing a random sampling technique. Data were collected from 70 Junior High School students, 90 parents, and 20
teachers. Because of the quarantine protocol, the data were gathered via Google Forms that were facilitated weekly. Through a
link sent among the respondents, they identified their challenges. After the data analysis, the three major challenges that were
identified were a lack of parental support for the learners during the distance learning, parents incapable of teaching their
children, and teachers finding erroneous information on Self-Learning Modules. On the other hand, the participants suggested
conducting online classes once a week, guiding the parents on how to assist their children, and capacitating the parents and
students in the implementation of MDL. Meanwhile, the school modified the School Learning Continuity Plan process and
strengthened the community partnership to address these gaps. The study results suggested reinforcing the school’s One Click
One Stop Portal to establish strong communication among teachers, parents, and students. As the educational community in the
country shifted into the unprecedented new normalcy due to the prevalent effects of the COVID-19 pandemic, the results of
this study were vital in the adjustment of the school’s Basic Education Learning Continuity Plan and shall be used to
strengthen parents, teachers, and community partnership.

Keywords: Philippines, Challenges, New Normal Education, Modular Distance Learning, Students,
Parents, And Teachers

Introduction giving utmost importance to the health and safety of

The coronavirus disease (COVID-19) pandemic has
initiated an unprecedented crisis worldwide,
particularly in the field of education. This emergency
has resulted in the widespread suspension of face-to-
face operations at educational institutions to limit the
virus's spread and reduce its effects. Many of the
measures taken in response to the crisis have been
related to the suspension of face-to-face classes at all
levels, which has resulted in three main areas of
action: the deployment of distance learning modalities
through a variety of formats and platforms (with or
without the use of technology); support and
mobilization of education personnel and communities;
and concern for students' health and overall well-
being.
Committed to its mandate, the Department of
Education firmly expressed that education would
continue and should be the top priority despite the
challenges brought by the pandemic. Relative to this,
the issuance of DepEd Order no. 007, series of 2020
titled School Calendar and Activities for School Year
2020-2021 and DepEd Order no. 12, series of 2020
known as the adoption of Basic Education Learning
Continuity Plan translated the responsibility of DepEd
to ensure educational continuity amidst the crisis while
the learners and the whole educational community.
The department also issued a memorandum on
Suggested Strategies for Implementing Distance
Learning Delivery Modalities (DLDM) for SY
2020-2021 that the schools should implement
depending on the context of the learners in the school
or locality.
The 1987 Constitution Article IV, Sec. 1 stated that
“the state shall protect and promote the right of all the
citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to
all”.
This means that all children should have equal access
to school services, regardless of gender, race, religion,
ethnicity, or socio-economic status. Efforts should be
made to make sure the inclusion of marginalized
groups including children of refugees, the homeless, or
those with disabilities. In summary, there should be
universal access to education. Children who constitute
poverty should be granted access to education because
it enhances the expansion of their mental and social
state. There should be no forms of discrimination or
deprivation of access to any students.
During the public health emergency due to COVID-19,
DepEd remains committed to finding ways to provide

Eloisa Tamayo
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Research Article
learning opportunities to all Filipino learners for S.Y.
2020-2021. The department issued DepEd Order no. 8,
series of 2020 titled Guidelines on Enrolment for S.Y.
2020-2021 in the Context of the Public Health
Emergency due to COVID-19 and DepEd Order no.
12, series of 2020 the Adoption of the BE-LCP
considering the COVID-19 Public Health Emergency
to strictly comply with DepEd mandate on the opening
of classes and observe the health protocols set by DOH
and Inter-Agency Task Force (IATF) that face-to-face
setup should be prohibited for the school year.
Despite the health crisis, Baras National High School
constantly maintains the department's mission of
providing high-quality education to all students. All
families have been affected by the severe short-term
interruption, which has had a significant impact on the
education system in Baras, Rizal. The situation
encapsulated the dilemma that individuals are facing
whether to postpone the opening of classes or proceed
as scheduled with the immense challenges that lie
ahead.
The school's campaign to move forward together as
the education system prepares for the new normal
expresses its vision of providing education to every
learner, even during a pandemic. All actions in this
battle are centered on serving the public and ensuring
that the health and safety of students, teachers, and
personnel are prioritized. This period of new normalcy
must be approached with patriotism, compassion, and
sensitivity, so that the learning process is not a burden
for parents, learners, and teachers, but rather a ray of
hope during the crisis. BNHS demands to preserve the
Bayanihan spirit as it ensures that the education of its
learners will continue.
In this premise, Baras National High School, through
the leadership of the researcher as the school head,
crafted its own Learning Continuity Plan, which was
designed to support the school community to ensure
the continuity of education and learning experience
among its learners in a remote learning arrangement.
This project also aimed to select the best-fit modality
to be utilized in distance learning for the school year.
The modality/modalities would adhere to the
guidelines set by the DepEd to ensure that no learners
will be left behind. The school would take the
necessary measures to bring education to the learners
without compromising everyone’s health and safety.
During the enrolment period at BNHS for the school
year 2020- 2021, a survey for parents on their
preferred mode of learning delivery was done. It
turned out that Modular Distance Learning was their
Eloisa Tamayo
preference. The school adopted the Modular Distance
Learning (MDL) modality since this was the desirable
modality that could be used by the learners based on
the recently conducted survey. Students will be
continuing their education without physically going to
school through the adoption of the MDL option; thus,
the possibility of contracting the virus will be
minimized or eliminated. This delivery option will be
done either printed or digital.
Research Questions
The researcher conducted this study to determine the
challenges encountered by students, parents, and
teachers in the implementation of Modular Distance
Learning at Baras National High School. Specifically,
it sought answers to the following questions:
1. What are the challenges encountered by students,
parents, and teachers in the implementation of the
Modular Distance Learning Modality?
2. What are the suggestions and recommendations
provided by the students, parents, and teachers to
improve the implementation of Modular Distance
Learning?
3. What are the actions taken by the school to address
these issues and challenges?
Literature Review
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 (Bernardo, 2020). This is also in
consideration of the learners in rural areas where
internet is not accessible for online learning.
According to Magsambol (2020), DepEd will
implement a distance learning approach to ensure that
learning remains unhampered. In this learning delivery
mode, interaction takes place between the teacher and
the students. They are not in the exact location during
the teaching and learning process. In which teachers
will use modules in order to deliver their lessons to the
learners.
Based from the study of Vallespin (2021), modular
learning is a form of distance learning that uses self-
learning modules (SLM) based on the most essential
learning competencies (MELCS) provided by DepEd.
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Research Article

According to Llego (2020), modular distance on their
own, they learned how to learn; they were empowered.
A modular approach would be more effective than the
other approach (Furey & Martin, 2018). Nardo (2017)
mentioned that modules encourage independent study.
Wherein he stated that one of the benefits of using
modules for instruction is the acquisition of better self-
study or learning skills that can help the students to
develop a way of responsibility in accomplishing the
tasks being provided through their module, learners
progress on their own with or without the guidance of
others. According to Bijeesh (2021), students can save
money because of reduced financial obligations and
can save time because of shorter travel times.
researcher to ensure the completeness and correctness
of the answers. The gathered data were then tabulated,
interpreted, and analyzed.
Ethical Considerations
It was imperative that ethical issues should be
addressed and considered within the course of the
research process. This research would adhere to the
ethical principles set by the university. The researcher
herself explained and gave the informed consent to
each participant before the conduct of the study. She
ensured them that the information would be used with
utmost confidentiality and within the purpose of the
study only.

Methodology Result

The study used a combination of qualitative and
quantitative methods employing a simple random
sampling technique to identify the 180 respondents
from students, parents, and teachers of Baras National
High School. The phenomenology approach of
qualitative research was used. It is an approach to
qualitative inquiry that is grounded in certain traditions
of philosophy and the humanities, and that aims to
reflect on the pre-reflective human experience.
This section presents the findings according to the
study's research questions
The challenges encountered by students, parents,
and teachers in the implementation of the Modular
Distance Learning Modality.
Table 1. Challenges Encountered by the Students

Instruments of the Study

Data were gathered using an online questionnaire and

open-ended questions facilitated through Google Form
links that were sent among the respondents to identify
the challenges they encountered. They were asked to
answer the given form to determine their challenges
during the implementation of MDL in their school.
Likewise, their suggestions were gathered using the
same form.

Procedure

The researcher followed a step-by-step procedure in

conducting this study. She gathered the necessary
background information with regard to the topic of this
research through interviewing randomly the teachers,
parents and students. Through these data, she then
conceptualized the paper.
She then crafted the research instrument which was
then validated by some of the experts in the field. It
was translated into a Google Form which serve as the
main instrument to gather necessary information to
answer the research problem. The link was sent to all
the target respondents and was monitored by the
Figure 1. .
Table 1 shows the result of the responses of the
students to the challenges they encountered in the
implementation of modular-printed distancing
learning. 26 percent of the respondents answered that
parent’s/guardian’s support was their problem, 21
percent said that there are some problems or errors in
the modules, and 13 percent said that their problem is

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Research Article
the lack of communication and explanation of the
teachers in some of their lessons. Meanwhile, 17
percent of the respondents said that their problem in
the implementation of MDL was the unavailability of
gadgets and the internet, and 23 percent of the
respondents said that there were too many tasks and
activities given. This simply means that lack of
parent/guardian support was the major challenge
encountered by the students. Likewise, the result
implies that during modular distance learning, the
academic aid coming from the parents or guardians is
very important for the learners to cope with their
studies.
Table 2.Challenges Encountered by Parents
Figure 2. .
The above table shows the result of the responses of
the parents’ challenges they encountered in the
implementation of modular-printed distancing
learning. It can be glanced that 30 percent of the
respondents answered that parents/guardian’s
incapability to teach them is their problem, 21 percent
said that there are some problems or errors in the
modules, and 6 percent said that their problem is the
lack of communication and explanation of the teachers
in some of their lessons. On the other hand, 24 percent
of the respondents said that their problem in the
Eloisa Tamayo
implementation of MDL was the unavailability of
gadgets and the internet, and 19 percent of the
respondents said that there were too many tasks and
activities given. This simply means that the
incapability of parents/guardians to teach their children
was the major challenge encountered by the parents.
Moreover, it can be inferred from the result that
parents or guardians themselves are not able to provide
academic assistance to their children; thus, some
learners lagged in terms of academic performance.
Table 3. Challenges Encountered by Teachers
Figure 3. .
Table 3 shows the result of the responses of teachers in
the challenges they encountered in the implementation
of modular printed distance learning. It can be gleaned
that 25 percent of the teachers said that the challenge
they observed in implementing MDL was the
knowledge and understanding of parents and students
in the MDL, 45 percent of them said that the errors in
the modules were the challenge they encountered, and
30 percent of them said that lack of cooperation of
students and parents was their major problem. This
signifies that the errors in the modules were the
biggest challenge that teachers encountered in the
implementation of MDL. More so, it implies that
checking and providing corrections of modules add-up
to the tasks given to the teachers.
Table 4. The suggestions and recommendations made
by the students, parents, and teachers to improve the
implementation of Modular Distance Learning
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Research Article
Figure 4. .
Figure 5. .
Table 4 shows the summarized presentation of the
suggestions gathered from students, parents, and
teachers of Baras NHS.
The actions that were taken by the school to
address the issues and challenges
Based on the challenges and suggestions gathered
from the feedback mechanism facilitated by the school
through Google Forms, the following actions have
been taken in effect.
Intensify the implementation of the school’s
programs and projects that would help in addressing
Eloisa Tamayo
the gaps of MDL.
Ensure a sustainable partnership with the community
volunteer tutors by setting a regular virtual “Meet
and Greet Session” applying the principle of the
Learning Action Cell (LAC) process through
mentoring and coaching.
Organize teams of teachers to conduct community
visits to learners who are at risk regularly while
observing safety health protocol.
Adjust the distribution and retrieval of the learning
kit schedule, easing it to once every month for the
safety of LR riders and parents.
Employ proper delegation of tasks.
Apply equal or properly balanced tasks and special
assignments to teachers.
Provide training that would prepare the teachers in
online and blended distance learning modalities,
creation of video lessons, and navigation of different
learning platforms.
Establish a strong partnership with stakeholders to
assist the school in the mobilization of its programs
and projects concerning learning delivery
modalities.
Discussion
For the Utilization of Online and Blended Distance
Learning. Since the study has shown that most of the
challenges or difficulties experienced by the students
and parents using Modular - Printed as the learning
delivery modality were on the lack of technical
knowledge among parents as well as not having the
opportunity to teach their children because of lack of
time and the inability for the learners to study
independently, it is recommended that the school
introduce the utilization of Online Distance Learning
(ODL) and Blended Distance Learning. This is seen
also as an opportunity for the school to partially
migrate from pure MDL-Printed to ODL and Blended
Learning.
Utilizing the said modalities would be beneficial for
the learners, parents, and teachers. Such modalities
would facilitate real-time communication between and
among concerned people. Learners and even parents
could ask the teachers to give more instructions and
explanations during a synchronous session and even
during asynchronous where tutorial chat through the
messenger platform is very much possible. It is also
recommended that the school continues to conduct its
regular virtual “Meet and Greet Session” activity with
the parents and learners to get feedback and be able to
provide them with necessary academic aid. Capacity
building for online teaching, creation of video lessons,
and navigation of different learning delivery platforms
through INSETS and LAC Sessions of all the teachers
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is likewise recommended.
For the Adjustment of the School’s Learning
Continuity Plan. Since credible suggestions were
given by students, parents, and teachers based on the
gaps and challenges they experienced in the
implementation of Modular Distance Learning, it is
recommended that the School’s LCP be modified or
adjusted based on the challenges experienced by the
learners, parents, and teachers. Some adjustments are
seen to give focus on the following:
Time allotment on the submission of the students’
output. Ample time shall be provided for them to
understand and finish the tasks.
Teacher’s preparation of their WHLP and learning
activity sheets. Provision of clear and specific
instructions for every task on the teacher-made
weekly home learning plan and learning activity
sheets as well as clear, detailed explanations and
examples of the lessons shall always be ensured.
Formation of the school’s quality assurance team to
assess and evaluate teacher-made learning materials
as well as the self-learning modules. QA team shall
be responsible for reviewing the content of the
module, WHLP, and learning materials with utmost
consideration of the learners’ context, needs, and
abilities.
Revision of guidelines and process of distribution
and retrieval of modules and outputs with a specific
outline of the safety and health protocols to be
applied for the protection of all community
volunteers – LR Riders, Volunteer Kiosks, and
Community Tutors.
Capacity building for parents and volunteer tutors on
how to assist the learners under their care on
modular distance learning.
For the Development of an Advocacy Plan as an
Output of the Study. Since it was found out that there
are gaps to be addressed in the implementation of the
MDL modality at Baras NHS and these gaps are seen
to be given solutions with the administration of other
modalities such as online distance learning and
blended learning, it is recommended that an advocacy
plan be developed. The advocacy plan would include
the implementation of the other two distance learning
modalities as Online Distance Learning and Blended
Learning. Further, the plan would be the starting point
for the integration of the school’s programs and
projects that would be of great support to the
advocacy.
References
Eloisa Tamayo
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DepEd Order no. 007, s. 2020. School Calendar and Activities for
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Affiliations and Corresponding Informations
Corresponding: Eloisa Tamayo
Email: eloisatamayo@deped.gov.ph
Phone:
Eloisa Tamayo:
Pililla Integrated National High School, Department
of Education - Philippines
1078/1078