TEACHERS RESILIENCY IN MODULAR- PRINTED

MODALITY: A PHENOMENOLOGY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 1180-1187
Document ID: 2023PEMJ1327
DOI: 10.5281/zenodo.10080954
Manuscript Accepted: 2023-8-11
Psych Educ, 2023, 14: 1180-1187, Document ID:2023 PEMJ1327, doi:10.5281/zenodo.10080954, ISSN 2822-4353
Research Article

Teachers’ Resiliency in Modular-Printed Modality:

A Phenomenology
June Marie Beth G. Binondo*, John Rhomar A. Binondo, Cyril A. Cabello
For affiliations and correspondence, see the last page.
Abstract
The educational system was greatly affected by the wrath of the pandemic. With this, it is pertinent to
encourage flexible learning in schools so that policies can be created and implemented. Even so, the
way it was put into practice did help mainland residents to some extent. This paper focused on the
lived experiences of how teachers’’ resiliency pivotal in utilizing the modular printed modality. This
study outlined the problems, coping mechanisms, and educational experiences of the hinterland
teachers at Maningcao National High School. As a result, the information was gathered through a
thorough interview. The information gathering revealed a variety of issues, including the inaccuracy
of the students' evaluations, the complexity of the subjects and how they are applied, the role of
parents in the teaching-learning process, and the challenges of the learning mode. As coping
techniques, teachers used parent communication, extracurricular resources, and continual
communication via social media platforms and other applications. Participants' challenges and coping
mechanisms are influenced by how they view the modular approach. Because of this, the Department
of Education may provide professional opportunities, such as workshops, seminars, and training, to
assist instructors in acquiring the abilities necessary to succeed in this 21st-century learning
environment.

Keywords: resiliency, teachers, modular approach, phenomenology

Introduction process going and allow learners to participate through

The world, and particularly the field of education, has
been significantly impacted by COVID-19. It had an
impact on more than 1.6 billion students around the
globe, and it caused the educational system in every
country to be disrupted. Closings of schools and other
educational institutions affect around 94% of students
worldwide. One of the best ways to stop the virus from
spreading is to close the school and all other
educational institutions. Researchers have focused a
lot of attention on COVID-19's effects since they have
a negative impact on students' academic performance
and the legitimacy of their learning (Gantalao et al.,
2023).
Education has shifted to a variety of modalities since
COVID-19 began; some of the modalities include
online platforms, hybrid modalities, modular learning,
and online learning (Cabello et al., 2022). Given that
webinars have become a popular learning
environment, parents are recommended to monitor
their kids' academic development. Some students were
compelled to contact their peers online rather than in
person, which was prohibited. The WHO advised
educators to use other learning methods even if
COVID-19 presents a risk. In this kind of teaching-
learning process, there were several difficulties that the
teachers had to overcome (Flores et al., 2023).
The epidemic, however, has a detrimental effect on
education, despite efforts to keep the teaching-learning
online platforms (Delbo et al., 2023). One noteworthy
instance was the issue of the divide between migrant
students and non-migrant students as a result of the
introduction of remote learning by Polish schools.
When it comes to remote learning, which necessitates
the use of technical devices and a wireless fidelity
(WiFi) connection, the disparity between students is
obvious. Because of the modality, there is now a
digital divide among students (Gimena et al., 2023).
Teachers encounter a number of difficulties when
delivering lessons. One of the nation’s most adversely
impacted by the epidemic in terms of schooling is our
own, the Philippines. Due to the pandemic, the "New
Normal" modality—a stage in which in-person
learning is replaced by distance learning—was
introduced for the first time during the school year
2020–21. The Department of Education's primary goal
is to protect everyone from COVID-19, including
students, teachers, parents, and the general population.
A DepEd Order 12, s.2020, titled "Adoption of the
Basic Education Learning Continuity Plan for School
Year 2020-21 in Light of the COVID-19 Public Health
Emergency," was issued by the Department of
Education on June 19, 2020, in response to the threat.
The Department of Education created the BE-LCP
(Basic Education Learning Continuity Plan), which is
a collection of educational interventions, in response to
DepEd Order 12, s.2020. It addresses the difficulties
COVID-19 has caused in educating our learners. The

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Research Article
Department of Education adopted a method of
learning delivery that gives students the chance to
learn despite the threat of the virus in order to
guarantee educational quality and safeguard the safety
of teachers, students, acquaintances, and stakeholders.
This method can be combined with online or modular
education. There are a number of strategies to
improve educational quality, including making sure
the program has the right teaching and learning
resources available.
Literature Review
Key elements of distant learning are presented in a
foundational Keegan essay from 1980. A few of the
components are: the physical separation of the teacher
and the learner; learning taking place within the
framework of an educational institution; the use of
technical media; communication between the teacher
and the learner; the possibility of face-to-face
meetings; and the use of an industrial model of
education delivery. More lately, many definitions of
DE have appeared to be based on the viewpoints of
different educators and to reflect the educational
cultures of each nation. But it appears that most field
participants accept some common descriptors.
According to Keegan (2002), distance education is a
type of instruction that takes place away from
academic institutions and can result in a variety of
outcomes.
Despite the fact that there are many different remote
learning approaches, this research concentrates on
online education. Analyses of synchronous,
asynchronous, mixed, huge open online, and open-
schedule online courses will be done. In
synchronous learning, instructors and students meet
for a session at a predetermined time (often online).
Asynchronous engagement is carried out using live
streaming video and/or audio, claims Watts
(2016). Although participants in
videoconferencing can see each other, due to the
physical distance, this is not regarded as a face-to-
face encounter (Keegan, 1980). Asynchronous
collaborative learning may probably be the defining
technology of the postindustrial era of remote
education, according to Garrison (2000). Blended
learning is described as integrating in-person
instruction with online learning opportunities. The
amount of time spent online in the blended model is
unclear, but "the real test of blended learning is the
effective integration of the two main components
(face-to-face and Internet technology) such that we
are not just adding to the existing dominant
approach or method," Garrison and Kanuka (2004).
Binondo et al.
Different teaching methods and educational
technology can be applied in the blended format to
support learners with various needs, interests, and
learning styles (Tseng & Walsh Jr., 2016).
Contemporary distance learning is described by
Greenberg (1998) as planned teaching and learning
experiences that make use of a variety of technologies
to reach the learner at a distance and are intended to
promote learner participation and certification of
learning. According to Teaster and Blieszner (1999),
"the term distance learning has been applied to many
educational approaches; however, its essential
distinction is that the teacher and the learner are
separate in location and potentially time”.
The first problem is the quality of training provided by
online learning programs. The administration's and the
teacher's attitudes both play a significant role in the
instruction's quality. Researchers Elliot Inman and
Michael Kerwin gathered data for a 1999 study that
revealed teachers' attitudes toward delivering distant
education were conflicted. They state that most
teachers were willing to teach another class after
completing one, but that they only assessed the
school's quality as being on level with or slightly
below that of comparable programs available on
campus. Technology does not teach students; excellent
teachers do, say Palloff and Pratt (2000). They argue
that the problem is not technology per se, but rather
how it is incorporated into course design and delivery.
Too frequently, teachers fail to incorporate available
technology into their class plans.
The instruction's quality is impacted by this.
According to research, planning, an instructor's
awareness of the students' needs, and an awareness of
the target audience all contribute to distant learning's
efficacy (Omoregie, 1997). In her survey of higher
education administrators, Sherritt (1996) discovered
that many of the decision-makers held distant learning
programs in low regard, calling them "an essential but
poor type of education". She claims that academic
departments with "no significant directives to change
their curriculum and pedagogy to fit distant learning
beyond perfunctory collaboration" likewise displayed
similar attitude.
The teachers appear to be one area that needs
immediate improvement. According to the literature,
teachers must modify their pedagogical approaches in
order to accommodate distant learning. Keegan (1995)
provides numerous excellent examples of how teachers
might improve their classroom preparation, including
the use of multimedia, speaking style, and even font
size issues. The technician is a crucial component of
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Research Article
the distance learning experience, and instructors need
to recognize this and treat them accordingly. Because
of the technician's uncertain function or the notion that
the two have different statuses, opinions and
communication between the technician and the teacher
are frequently not exchanged (Olenski et al., 1995).
Methodology
Research Design
Phenomenological research utilizing qualitative
approach was used in this article. How the participants'
interpretations of their experiences were generated is
described by the phenomenological design. Espineli
(2021) cited a study by Giorgi (2009) that said that
phenomenological research finally captures the
essence of a variety of people's experiences, which are
all aware of the occurrence. This study's major
objective was to examine the resiliency of teachers in
modular distant education.
Participants of the Study
Purposive sampling, a non-probability sampling
approach, was used to choose the participants. The
teachers from Maningcao National High School were
chosen as participants based on the needs of the study.
Data Gathering Instrument and Procedures
The technique used is non-probability sampling, more
precisely, purposive sampling. The researchers used
interviews to get the data. To begin, the researcher
requested permission to conduct the study from the
principal of Maningcao National High School.
Following approval of the study's design, the
researchers wrote to the study participants inviting
them to an interview.
Binondo et al.
Qualitative Data Analysis
Colaizzi's (1978) approach of data analysis was
applied by the researcher to the study of the data that
had been gathered. It stands out for its seven-step
approach, which offers a thorough analysis in each
phase that is directly tied to the data. The outcome
provides a comprehensive summary of the
phenomenon under investigation as told by the
respondents themselves or from their points of view
(Cabello & Bonotan, 2021). The seven steps can be
summarized through the following: (1) familiarization;
(2) identifying significant themes; (3) formulating
meanings; (4) clustering themes; (5) developing
exhausted description; (6) producing the fundamental
structure; and (7) seeking verification of the
fundamental structure (Balaza et al., 2021).
Results and Discussion
The experiences of teachers and their resiliency
attitude toward the modular-printed modality in the
face of the COVID-19 threat were examined using
qualitative methods of study. An interview was used to
determine how teachers were actually using modular
distance learning. The viewpoints of the teachers
regarding some questions, such as: 1. What are your
challenges in this new learning modality (modular
printed)? 2. What are your apprehensions in this
modality? 3. What do you think are the advantages and
disadvantages of this modality? 4. What are your
learning opportunities in this modality? 5. What
recommendations can you suggest in improving this
modality? established the basis for the data's analysis.
In addition to assuming new roles in their profession
and in schools, teachers are reevaluating their core
responsibilities as educators who guide students'
learning. To establish clear and attainable information,
skills, and values, they work collaboratively with
friends, families, employers, schools, community
members, and others. They are actively involved in
decision-making in schools, working together to define
priorities and resolving administrative problems that
have an impact on the academic progress of their
students.
The following topics emerged from the information
that was obtained:
Challenges of Teachers in the Reproduction of
Modular-printed Modality
The Department of Education, in coordination with the
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relevant school divisions, developed and made
available Self-Learning Modules in advance of the
deployment of alternative learning delivery modalities
for different types of learners throughout the
Philippines (Delbo et al., 2023). A public health
emergency still forbade in-person instruction (Flores et
al., 2023). The continuation of high-quality education
will be made possible by the combination of SLMs
with various learning delivery methods (modular
learning).
The teachers had trouble implementing the modular-
printed modality. The SLMs are accessible online and
can be downloaded from the corresponding websites
of the several divisions. However, they can only be
retrieved by using a Department of Education email
account. Some of the participants shared their
tumultuous experiences with the printing and
distribution of the modules.
Teacher D talked about his printing experience with
the modules.
“I found the reproduction of modules to be difficult.
Getting access to the wifi was the first issue I ran into.
My internet connection is not something I can rely on.
The SLMs from the Division of Negros Oriental
website wouldn't download for me. Due to the
limitations, I am unable to access the internet café,
which is also closed at that time. Without any
hesitation, my coworkers and I discovered ways to
access the website and download the SLMs, including
buying load for a data connection and tethering it to
our laptops.”
Table 1. Challenges of Teachers in the Reproduction
of Modular-Printed Modality
Since in-person instruction is not a possibility, the
majority of the schools in the SDO Negros Oriental
Binondo et al.
use self-learning modules as their main teaching
strategy. It can be difficult to reproduce the self-
learning modules, especially for teachers without
internet access to download the SLM’s (Gabriel et al.,
2022).
Concerns and issues with the Modular-Printed
Modality
The hardest and most important problem teachers
encountered when educating students during the
pandemic was figuring out how to evaluate their
progress and the knowledge they had acquired (Ando
et al., 2022). The difficulty of delivering quality
education is worsened by the absence of teachers to
guide the students and by their lack of access to
technology and the internet (Bahinting et al., 2022). As
a result of the closure of schools, parents took on the
responsibility of educating their children. They did this
by working with the schools and monitoring the
students' academic progress. Although the devastating
effects of the pandemic, this world disaster has also
offered a unique opportunity for learning. Even though
the pandemic's negative effects affected our students,
parents, and teachers, this global crisis has offered a
unique opportunity for learning (Gantalao et al., 2023).
The potential for educational in stitutions,
governments, educators, students, and families to be
flexible and resilient (Cabello et al., 2022). Teachers
should continue to engage and communicate with their
students, o f fe r homework, a n d — m o st
importantly—provide timely feedback even when
schools are closed (UNICEF).
Teacher A detailed her observations of the children.
“I have come to the conclusion that we were unable to
monitor the progress of our students due to remote
learning, and it is clear that some of the outputs were
not created by the students themselves. We are all
aware that having teachers around hand will allow us
to assess which competencies students have learned
and which they still need to work on. It is quite
frustrating that the majority of our students receive
low grades as a result of inadequate instruction or a
lack of comprehension of a certain subject. As an
adviser, if I have the opportunity to connect with every
parent and student through messenger, I will always
address their concerns and do my best to support them
so they can accomplish their competencies.”
Numerous difficulties have been found in the
implementation of the modular-printed modality.
Parental support (Abucejo et al., 2022) and active
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Research Article

supervision are one of the concerns. During a one-on-

honest and talk to the teacher about it so that we could
one conversation with a parent, Teacher B talked about
her personal experience.
come up with solutions like mentoring and tutoring
over phone conversations or Facebook Messenger
Table 2. Issues and Concerns about the Modular- because it is really impossible to have face-to-face
Printed Modality mentoring.”

Advantages and Disadvantages of Modular-Printed

Modality

Students who are unable to attend a regular face-to-

face lesson can benefit from distance learning. By
saving money and avoiding daily commutes, the
students benefited from the learning method. Because
of the flexible schedule and advancements in
technology, learning can take place through video
conferences (Gimena et al., 2023). The fact that the
division office has previously produced and organized
the resources according to quarters is one benefit of
the modular-printed modality in public schools.
Teacher C shares that it was a great advantage if the
materials are already printable.

“Knowing that the printable modules are already

prepared and ready for printing truly astounds us as
teachers.”

The flexibility of the modality does have some

negative impacts, though, such as the lack of social
connection and the distractions from the students'
residences. Another drawback is the reproduction of
modules and lack of manpower (Jamon et al., 2023).

Teacher D shares his frustrations during the

“I did get the chance to speak with one of the parents
in a conference and ask about the child's current
situation in terms of self-studying. Through tears, the
parent said, "Ma'am, my child is not doing well,
especially in mathematics. He didn't comprehend a
single operation or even a single question. Both me
and his father are hopeless and cannot help him
because we have only reached Grade 1 and 2 level. "
As I listened to the parents' sentiments, I felt my heart
break into million pieces since I knew that even them,
cannot support their child through these difficulties.
After that conversation, I encouraged the parent to be
reproduction and printing of modules.
“In addition to the pretty poor printing capabilities of
our printers, the modules take a long time to print. At
least fifteen copies of each module page are required
to be produced, or four copies for each topic area.
Even on the weekends, we go to school to print the
documents. It was really frustrating that we did that
from the first quarter to the fourth quarter. If we adopt
remote learning, I firmly believe that printed materials
will be easily accessible rather than being prepared by
the teachers themselves.”

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Research Article
Table 3. Advantages and Disadvantages of
Modular- Printed Modality
Learning Opportunities in a Modular Learning
Modality.
Distance learning offers students more than just the
chance to study from a distance and utilize new
technology while doing so. There are different types of
distance learning that allow the use of technology
including printed, radio, television, and video
conferencing. Additionally, it provides degree
programs, workshops, seminars, degrees of support
(including face-to-face, online, blended, and none),
and supplements to regular classrooms (Fillip, 2001).
Therefore, in order for us to adapt to the times,
teachers need also be equipped and taught. Teacher F
shared her amazing experience of using technology to
learn new skills (Riconalla et al., 2022).
Table 4. Learning opportunities in a Modular-
Learning Modality.
“I was astonished that, despite my age and the years
of experience in the department, I was still able to pick
up new skills. Even if the pandemic has put us as
teachers to the test, learning nevertheless continues. In
reality, it was a wonderful venue for meaningful
Binondo et al.
information and beginnings. I owe gratitude to my
colleagues, who patiently answered all of my
questions. This experience serves as evidence that,
despite these difficult times, there is always hope.”
Recommendations for improving the Modular-
Printed Modality.
A system's resilience indicates its capacity to function
and advance even in the face of unexpected, sudden,
and sudden environmental influences. The underlying
system must continue to operate, develop, and respond
even as the environment changes or changes over time.
Teaching and learning must therefore continue
notwithstanding the abrupt upheaval in our educational
system brought on by the health emergency. Plans and
suggestions should be made for the current educational
system. Document learning packages must be
thoughtfully created, age-appropriate, and take into
account that many of the students who stand to gain
the most (those with little to no access to internet)
might also have unsupportive parents. Our teachers are
really concerned about the effects of the materials
produced. The materials should be accessible to
students at their level of thinking and subject matter
should be well checked.
Teachers expressed their recommendations of how we
can improve the modular-printed modality:
Teacher A said, “I'm hoping the National Office will
pay attention to what we have to say and come up with
solutions to make our work—especially replicating the
modules—easier. Maybe they can produce pre-made
modules at a national level.”
Additionally, Teacher B emphasized that parents
should "help us not only to oversee their children but
to check whether they have performed their duty
rigorously and do not rely on others' work."
Teacher C stated, "I advise that the authors and the
individuals in charge of creating the modules review
the sources and the information in the materials to
ensure that there are no errors."
In order to use technology properly, students must use
it for educational objectives rather than just for
entertainment, according to Teacher D.
We need to improve our technology, especially when
printers and TVs are very short-lived, according to
Teacher E. Most of them have a one-to-three-year
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lifespan. We must adapt to our students' needs. "
Teacher E.
"Since a face-to-face class will begin in November
2022 with a full enrollment, we are hopeful that the
Department of Education will have enough funding to
reproduce and print the modules. May they provide us
with personnel who can help us reproduce the
materials while letting the "teachers teach. Teachers
do not print the modules.”
Table 5. Recommendations for Improving the
Modular-Printed Modality.
Conclusion
Teachers went through a shift and transformation in
the teaching and learning process from conventional
in-person learning towards modular distant learning in
the SDO of Negros Oriental. As a result, MDL
presented teachers with a variety of problems and
difficulties, including printing problems with the
Binondo et al.
equipment, difficulty reproducing the modules, and
difficulties keeping track of students' progress.
The problem of the perceived threat of the teacher in
the new normal as the difficulty of connecting with
both students and parents was discussed by Fontanos
et al. (2020), as mentioned by Jamon et al. (2021). In
the current environment, they find it difficult to
communicate with parents and students. This suggests
that more students are at danger of failing or leaving
school altogether because teachers find it challenging
to interact with them and provide feedback.
With all of their efforts and patience, the teachers at
Maningcao National High School have gone above
and beyond their area of competence to provide
students with a high-quality education, despite the
hurdles they faced. Although the school is situated in
the Municipality of Sibulan's hinterland, the distance
does not prevent the teachers from meeting the needs
of the children. This demonstrates that teaching is a
calling as much as a job. Education must go on despite
the pandemic threat because it is a calling that lies
behind the challenges they encounter.
The researchers came up with the following
suggestions: First, reread the curriculum and eliminate
any unnecessary activities and content. Second, make
less paperwork and reports for teachers so they can
concentrate on teaching. Third, consistent and
adequate time must be given to assessing and
monitoring students' performance. Fourth, better
orientation and debriefing for teachers during modular
distance learning. And lastly, Teachers shall be
provided with the equipment necessary for modular
distance learning in a financially flexible manner.
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Affiliations and Corresponding Information
June Marie Beth G. Binondo, LPT
Cebu Technological University – Philippines
John Rhomar A. Binondo, LPT
Maningcao National High School
Department of Education – Philippines
Cyril A. Cabello, PhD
Cebu Normal University – Philippines
1187/1187