FACILITATORS AND BARRIERS OF STUDENTS’ MODULAR

DISTANCE LEARNING IN ENGLISH

Smilee Joy A. Sonza

Nicanor Q. Peñafiel Jr.
Wyndle Mae E. Padojino
Bless Amor H. Javier
Cesna S. Magtulis
Raquel D. Dolojo
Cristy K. Barcelona
 CHAPTER I

INTRODUCTION
This chapter presents the background of the study, theoretical framework, statement of
the problem, significance of the study, scope and delimitation of the study, and the operational
definition of terms.

Background of the Study

English is vital in our lives because it facilitates communication. It is the world's most

extensively utilized language for studying any subject. Students require English because it

broadens their minds, develops emotional skills, and enhances their quality of life by providing

employment opportunities (Spears, 2020). As a result, finding suitable approaches for learning

English requires so much work. English is usually the world's lingua franca and the most widely

spoken language (Yen & Mohamad, 2020). Learning English as a second and foreign language

is a challenging task requiring a collaborative and massive effort from both teachers and

students (Khasbani, 2018). It is the sole medium of communication in the university

communities in Southeast Asia, particularly in the Philippines (Kirkpatrick, 2014). The

Philippines is often regarded as one of the world's largest English-speaking countries, with most

people fluent in the language (Cabigon, 2015). Over 14 million Filipinos speak English, which

has long been an official language of the Philippines (Article XIV s. 7). It is the language of

commerce, law, and the medium of instruction of education (Cabigon, 2015). English has

played a significant part in many fields, including medical, engineering, and education, the most

crucial area required English (Muyijento et al., 2010). English is undoubtedly an essential

subject in the Philippine school curriculum. For a student to communicate effectively with his

or her teachers in other courses, he or she must have at least a passing mastery of the English

language (Maramag-Manalastas, 2018).

 Most countries throughout the world have temporarily closed educational institutions to

control viral transmission and lessen the number of sick people (Tria, 2020). The surge of

COVID-19 in the Philippines altered the educational environment significantly. The Philippines

is currently undergoing an adjustment period to the new normal form of education. Educators'

ongoing innovations, combined with the active participation of other stakeholders, are the

driving forces behind the country's future success (Dangle & Sumaoang, 2020). The

Department of Education (DepEd) designed the Basic Education Learning Continuity Plan (BE-

LCP). It ensures that learners are provided with learning opportunities safely through various

learning modalities in distance learning. One of these is the mode of teaching or distance

learning modalities implemented by the DepEd (Castroverde & Acala, 2021). Distance learning

is a type of learning between a teacher and students who are geographically separated at the

time of teaching. Modular Distance Learning (MDL), Online Distance Learning (ODL), and

TV/Radio-Based Instruction are the three types of this modality (Quinones, 2020).

Modular education is the most common type of distance education. This instruction is

employed in all public schools in the Philippines to ensure the continuity of education. Each

school continues to achieve its objective and vision of providing quality education to every

Filipino learner (Dangle & Sumaoang, 2020). The transition of teaching-learning delivery in

schools to modular remote learning made quality primary education more difficult for school

workers. That is why DepEd leaders are constantly looking for solutions to challenges and

preparing teachers and school administrators to be more effective in modular distance learning

(Bagood, 2020). Ambayon (2020) stated that modular instruction is more operative in the

teaching-learning method than usual teaching approaches because, in the modular approach,

the students learn in their strides. The use of modules fosters self-directed learning. One of the

advantages of employing modules for instruction is that students develop greater self-study or
learning skills. Students actively participate in understanding the concepts provided in the

module. They gain a sense of responsibility as they complete the tasks in the module. The

students progress on their own with little or no help from others. They are empowered as they

discover how to learn (Nardo, 2017). MDL protects learners in studying at home—learners are

safe, education continues, and homeschooling provides time for families to spend more time

with each other (Panganiban & Madrigal, 2021). However, the changes to remote learning have

taken a substantial physical and emotional toll on many students, educators, and leaders,

intensifying underlying engagement and mental health issues (Bracket et al., 2020).

With schools across the globe turning into distance learning during the pandemic,

concerns about the quality of instruction that English learners receive have been raised. Both

English language learners and their teachers face numerous challenges. Several English learners

are unable to use technology because they do not have it. According to Belaja, Teoh, and Liau

(2012), a high level of professor transactional presence was associated with enhanced intrinsic

motivation of distance learners to learn English. For Sai et al. (2014), students lack training for

communication skills using the English language, short hours of lectures, and face-to-face

interactions making it difficult for distance learners to learn English. The two most significant

challenges in learning English were time management and study-related problems (Sai et al.,

2014). The same issues were also evident in Suba National High School- Gagalot Annex in the

Philippines. Students struggle to cope and understand their modules, especially in English,

because the content does not match their learning capacity, and their parents were high school

graduates and working.

Furthermore, the parents or guardians are not equipped with proper education, and students tend

to divert their attention to other things (Javier, 2021). Given that instructional materials are self-

learning. According to Dangle and Sumaoang's (2020) research, the primary issues that arose
were (a) lack of school funds in the design and distribution of modules, (b) students' difficulties

with self-studying, and (c) parents' lack of understanding to advise their child/children

academically.

Many of the unique tactics teachers use with English learners do not easily translate into

distance learning (Parker, 2021). In addition, though MDL gives safety and security to students,

many experienced several barriers in answering the modules. Some of the problems of the

public elementary pupils in MDL were fluency in the foreign language, the appropriate tools,

and insufficient time and space to answer modules (Panganiban & Madrigal, 2021).

After reviewing a large number of literature and relevant studies, it has been discovered

that there is a scarcity of research on Senior High School's modular English learning in general.

Even though there have been numerous studies on online distance learning for English learners,

few or no studies have been on the modular experiences of SHS students learning English in

the Philippines. One thing that has piqued the researchers' interest is that no research into the

facilitators and barriers of learning English in a modular modality has been conducted in the

local community, which is a source of great concern. Furthermore, it is appropriate to explore

this subject with the current state, given that distance learning has become the new norm in

twenty-first-century education.
Theoretical Framework

The sudden shift in our educational system created a new learning experience for our

learners, who have to learn English through MDL. The following theories about distance

learning and language acquisition serve as a foundation for this study.

The Transactional Distance Theory of Michael Moore articulates that distance

education is not simply a geographic separation of learners and teachers. More importantly, a

pedagogical concept in which our study relates the facilitators and barriers of students' modular

learning in English. The separation between the teacher and learner is significant enough to

use particular teaching-learning strategies and techniques to determine factors that help and

hinder them from learning in the new normal. Additionally, Moore and Kearsley (1996) suggest

that distance educators should facilitate three types of engagement: a) learner-content

interaction, b) learner-instructor interaction, and c) learner-learner interaction. The whole point

and purpose of distance education theory are to summarize the different relationships and

strengths of connections among and between these variables that make up the transactional

distance, especially the behaviors of teachers and learners. These include their motivations and

challenges encountered. This theory is essential in our study to ascertain the factors contributing

to the communication gap between instructor and student in a distant learning environment.

Stephen Krashen's Second Language Acquisition states that acquiring language needs

meaningful contact in the target language - natural communication - in which speakers are more

concerned with the messages they are expressing and comprehending than with the form of

their utterances. Comprehensible input is a critical and fundamental component of language

learning. This theory will help our study answer the question, how does distant learning affect

the students' acquisition of language in related subjects? The five-step model for this theory:
(a) Acquisition/learning hypothesis—subconsciously absorbing the language, (b) Monitoring

hypothesis—constantly editing what you write or say, (c) Natural order hypothesis—at first,

erroneously employing linguistic structures (articles or verb ends), (d) The comprehensible

input hypothesis states that individuals are exposed to language beyond their current

comprehension but can interpret the text's meaning, (e) Affective filter hypothesis—having a

high or low filter level indicates a high or low amount of stress, these will serve as a basis in

creating themes during the thematic analysis. Thus, this theory helped us identify whether

students have other sources of comprehensible input or receive comprehensible input from the

learning modules they received in learning the English language.

According to behaviorist theory, "infants acquire spoken language from other human

role models via a process of imitation, reinforcement, and practice." Human role models give

stimulation and incentives in an infant's surroundings" (Cooter & Reutzel, 2004). In short, you

learn through drill and practice. After being exposed to the new language, practicing it regularly

with encouragement will eventually make it natural and habitual. This theory also helped us

determine whether the study respondents learn the language through drill and practice within

themselves.

The Social Cognitive Theory explores how social interaction affects learning cognition,

and it aims to improve the learners' environment to affect inner thought processes. Concepts

under Social Cognitive Theory include: (a) Reciprocal determinism: A person, their

environment, and their behavior all influence and interact with each other, (b) Positive and

negative reinforcement: A positive or negative response impacts future learning (c)

Observational learning: students can watch someone else perform an action and repeat

themselves. The concepts under this theory align in our study in terms of determining how they

interact and respond with their new learning environment, the strategies that the teachers or
parents may apply to the students to accomplish the activities given, and through the sample

presentations they can get online or from the members of the family in answering language

activities. These specifically contributed to determining the facilitators and barriers in students'

modular learning. Moreover, social cognitive theory often observes how people regulate their

behavior to develop goal-directed habits. Instead of examining how a person begins their

behavior like many other learning theories, Social Cognitive Theory evaluates actions over

time.

According to Deci and Ryan's (1985) Self-Determination Theory, intrinsic motivation

in learning is related to the following: (1) motivation to learn and acquire new knowledge, such

as happiness associated with learning new things; (2) motivation to experience encouragement

and physical joy, such as enjoyment associated with learning interesting learning materials; and

(3) motivation to engage in challenging learning activities, such as completing challenging

assignments. Interest, ambition, aspiration, awareness, competence, and physical and

psychological factors all impact intrinsic motivation. The theory was the underlying factor that

determines students' motivation to complete their module in English subject.

Throughout the different ideas, it appeared as though the learner's attentiveness and

eagerness were essential. When a second language (L2) learner is aware of the language in their

environment and is willing to learn, they can pick up the target language easily, practice it

themselves, and self-monitor to rectify errors.

Statement of the Problem

In general, this study sought to ascertain the facilitators and barriers to students' modular

English learning and to address the study's fundamental research question, “How do you

describe the facilitators and barriers of students’ modular learning in English?” and the

following sub-questions:
 1. How do you facilitate learning English in a modular distance modality?

2. Do you experience issues and problems in learning English in a modular distance

modality?

3. How do you cope with the modular distance modality in learning English?

Significance of the Study

The result of the study may greatly benefit the teachers, students, parents, future

researchers, and schools.

The study will provide teachers with knowledgeable ideas about the learners'

experiences in dealing with the facilitators and barriers of students through modular learning in

English, which they can use in determining the strategies and approaches that they can utilize

in teaching the learners. For the student-researchers, the study results could motivate them to

open themselves in the modular learning in English; and encourage them to develop their

creativity, even though students' barriers are the reason for modular learning in English. The

student would also use the best practices to help develop their learning and be better for modular

English learning.

Additionally, the study will help the parents to monitor and inform them of their

children's academic performance while in modular learning in English. This study could be a

reference and basis for future researches. It could also help them when they are conducting a

survey that is somehow related to this.

Further, for the schools' English program, the study's findings would guide the English

department head in decision making in upgrading their school's English and research program

instructions and elevating their practices and the teaching-learning process for research

development. The study's findings could provide the schools with baseline data to upgrade their
English teachers' teaching and coaching strategies. It could also guide their facilitators and

barriers in developing their students to be competent and ready for modular learning in English.

Scope and Delimitations of the Study

The study focused on determining the facilitators and barriers that Senior High School

students encountered throughout their modular distance learning in English at Kalamansig

National High School, Sultan Kudarat. It also aimed to know the students' experiences,

challenges, and coping mechanisms concerning the learning modality and topic area.

This research delimits on the qualitative data collection techniques, which included: (a)

interviews (both face to face and phone calls), and (b) five SHS students purposely selected.

Operational Definition of Terms

The terms are defined operationally in the study.

Facilitator refers to the factors that encourage students to participate in their learning.

Barriers refer to the hindrances to students' participation in learning.

Modular Distance Learning (MDL) refers to the learning modality that uses print and digital

modules to educate students on this pandemic.

Distance Learning Modalities refer to the methods of learning without conducting face-to-

face classes.

Modular Approach refers to learning through the distribution of modules in print or digital.

Experiences refer to the negative or positive encounters of the students while learning.
Coping Mechanism refers to the ways on how to manage activities while engaging in modular

distance learning.

Challenges refer to the demands experienced by the students.

English refers to the subject area focus of the study, which involves reading, writing, and

speaking skills.

Interview refers to the response from the key informants of the study. This procedure will be

through face-to-face or phone calls.

Purposeful Sampling refers to the purposely selection of the participants to include in the study.

Senior High School refers to the Grades eleven, and twelve students enrolled in the school

where the study will be employed.

Covid-19 Pandemic refers to the crisis currently faced by most of the countries worldwide,

including the Philippines. The main reason why schools are conducting distance

learning.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies.
Modular learning

The COVID-19 pandemic is a health issue. Schools are closed globally. The country

and the entire world are facing new challenges brought about by an unforeseen public health

crisis. There is no doubt that, like many other aspects of daily life, COVID19 has had a

significant impact on students, teachers, and educational organizations worldwide (Mailizar,

Almanthari, Maulina, & Bruce, 2020).

In response to this problem, the DepEd issued the DepEd Order No.12 series of 2020,

establishing new learning delivery modalities in all levels in the LCP for 2020-2021. Modular

learning is the most popular type of Distance Learning. The DepEd poll found that parents of

students enrolled this academic year favored learning through printed and digital modules

(Bernardo, 2020). Under modular learning, materials are printed or in digitized form. It is the

backbone of DepEd's distance learning program because access to technology is still an issue

for most students (DepEd, 2020).

Gonzales (2015) states that modular learning is one of the teaching approaches where

the students have to learn everything in the module using their effort at their own pace.

Moreover, he asserted that the method differs from the traditional one wherein the students

listen to learn the concepts presented by the teachers. To surpass the difficulties faced by the

students in the typical classroom situation, he further suggested that the modular approach may

be a good alternative since it is student-centered, self-paced, and requires no note-taking. They

are also teaching the English language using a module compared to a textbook in the traditional

methods meant to increase active learning and improve critical thinking and problem-solving

skills. It is allowed the lecturer to conduct formative assessments in the classroom.

 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). Nardo also added that learners would benefit from independence

and responsible, attending to their tasks with minimal supervision. As teachers raise their level

of trust in their students, the value of freedom will manifest in their lives. Their proficiency and

competency will grow. The students' writing skills are honed through the language tasks

provided in the modules. The use of the modules will arm them with the skills needed to express

themselves better. Modular instruction includes more choice and self-pacing for students; more

variety and flexibility for teachers and staff; and increased adaptability of instructional materials

(Dangle & Sumaoang, 2020).

In the traditional school setting, teachers are masters of content, pedagogy, and

communication. However, the real-time delivery of concepts, clarification of procedures, and

support for deepening understanding appear to be largely absent during the emergency shift to

remote learning (Hawkins, 2020).

Al-Najem (2019) adds that distance learning is a way of learning. Learners receive

knowledge using applications and various means of communication, including simple printed

materials or more advanced materials sent over the Web.

Al-Smadi (2020) shows that distance learning has become one of the easiest ways to

learn because it aligns with current trends and learners' tendencies. In addition, integrating

technology into the classroom has helped learners learn better and enabled them to acquire
various skills of great importance, such as technological skills. Amer (2013) explains that the

importance of distance learning lies in the following: (a) making educational opportunities

available to everyone regardless of spatial or temporal obstacles, (b) enabling students to learn

according to their abilities and circumstances, and (c) allowing students to choose how to

receive study materials individually and based on their learning styles. Al-Rashidi (2018) adds

that distance learning increases interactions between teachers and students, especially those

who are ashamed to interact face to face. In addition, distance learning brings students in remote

areas equal opportunities to acquire the same access to education available to urban students

(Hamaidi, 2008).

Facilitators

Educational programs on national television, online instructions, and the modular

approach are all available. The fundamental reason is that not all students can afford the

synchronous learning system's virtual devices and financial support. It is now up to the parents

or guardians to help their children learn at home (The Manila Times, 2021).

Parents/guardians can help their kids adapt to the new learning style. During the modular

learning session, some felt hampered by a lack of assistance and explanation. The parents have

difficulties in teaching their children. The parents' educational and financial backgrounds

influence their children's ability to study remotely and adjust to modular learning (Guiamalon,

Alon & Camsa, 2021).

Manlangit, P. Paglumotan, A &Sapera, S. (2020) stated that Teachers' professional help

in the actual teaching was limited, and parents played the vital role as home facilitators. Parents

who have higher educational attainment, which correlates with the family income, can provide

the pupils with technological equipment and can assist them in learning.
 Parents or guardians are partners of teachers in education. They serve as home

facilitators and para-teachers that facilitate and guide the students in answering the modular

lessons they sent during the modular learning (Manlangit et al. 2020). Likewise, aside from

being home facilitators and para-teachers, one of their essential roles is to sustain their child's

motivation to learn while doing modular learning. Jaiswal (2017) stresses that parents play a

dynamic role in nurturing their children's educational development. By providing financial,

emotional, motivational support and facilitating the sources for studying and encouraging

achievement. He argued that parents are always concerned about their children's future and do

planning for their education. Likewise, parents are continually thinking about their child's

future and gradually plan their education. Hence, parents' interest and encouragement in their

child's education can affect their attitude toward school, classroom conduct, self-esteem,

absenteeism, and motivation.

Luaña (2021) lists the strategies on how parents can help their kids

in answering modules. It includes guiding by explaining, guiding by giving examples, guiding

by correcting their children's incorrect answers, guiding by 'Googling' the answer, and showing

by providing the correct solutions directly and first, teaching by explaining. Luaña (2021)

mentioned that several featured themes were complex for pupils to comprehend, including

unfamiliar vocabulary and concepts. To combat this, parents do their utmost to explain matters

to their kids in simple words. Parents believe that explaining complex sentences to their children

would help them understand the lessons and answer the questions in their modules. Likewise,

when their child struggles to read and comprehend literature written in English. Parents translate

the teachings into Filipino so their kids can understand and answer the questions.

In the study of Umansky (2020), many students have "disappeared" since schools

closed; among these are EL students. Districts and schools should draw on existing resources
to improve contact and communication with the families of EL students—for example, family

liaisons, community partners, school/district translators, active parents, and bilingual and

English language development teachers. All of them can serve as bridges to EL students and

their families. Schools should, in addition, send communications in all major languages spoken

by their ELs via platforms that are accessible to parents.

Teachers struggle to select instructional strategies and approaches that meet students'

diverse needs and patterns of learning, as well as appropriate assessment instruments (Al-

Mukhaini, 2017; Al-Rawadiyah et al., 2014; Al-Sajini & Khalil, 2017). The second issue is

integrating distance learning. Time management, working with students who are not engaged

in the learning process are all issues that some teachers experience, which adds to the feeling

of isolation in this learning environment (Al-Sharman, 2015). The third is the availability of

technology. These include providing devices, applications, and technical support and teachers'

and students' lack of skills in using these technologies and applications (Lever-Duffy &

McDonald, 2018). Fourth is administrative responsibility; administrators and officials lack

awareness of several factors, such as the importance of this type of learning, its requirements,

and how it works (Al-Areifi et al., 2016).

Barriers

Tutor doctors (2015) also name some common problems of distance education. These

problems were lack of support, feelings of isolation, and academic discipline. They added that

distance learning could be an incredible experience for students. However, distance learning is

only as effective as the student.

Nardo (2017) also states that the English proficiency of Filipino students is continually

declining over the years, as shown in the low performance in national assessment in their
competency in the use of the English language. Students have great difficulty expressing their

ideas in the classroom and writing, which could also attribute to the utter neglect of developing

their writing competence. Students have writing problems in expressing themselves

systematically and logically. As one of the most common complaints students have when they

encounter a tough assignment, this lack of skills may be an outcome of neglecting one's studies

for a considerable period, poor education, or something else. Thus, these struggles also affect

the delivery and accomplishment of the students' modules.

Dangle & Sumaoang (2020) on the implementation of Modular Distance Learning in

Balbalayang National High School (BNHS) and Baguio City National High School (BCNHS)

found out that the main challenges that emerged were lack of school funding in the production

and delivery of modules, students struggling with self-studying, and parents' lack of knowledge

to guide their child/children academically. Their study was able to determine the prevailing

challenges of the participants in terms of resources, preparedness, and communication.

Mahlangu (2018) argues that distance learning is one of the most financially affordable

and viable forms of education. However, even if modules are free to public schools, many

learners work and study simultaneously. Thus, it adds difficulty in accomplishing their Learning

Activity Sheets (LAS) due to poor time management and priorities.

Other challenges of distance learning can be related to the psychological state of

students. Among others, this can include: (a) problems caused by the lack of direct contact

between student and lecturer; (b) problems associated with a feeling of alienation and isolation

from the student community; and (c) problems associated with anxiety and concerns regarding

the education process and learning results (Mahlangu,2018).

 According to Bijeesh (2017), with no faculty around for face-to-face interaction and no

classmates who can help with constant reminders about pending assignments, the chances of

getting distracted and losing track of deadlines are high. Students need to keep motivated and

focused if they want to complete the distance learning course. Distance education is not a good

idea if they tend to procrastinate and cannot stick to deadlines.

Learners will often be studying alone, so they may feel isolated and miss the physical

and social interaction of attending a traditional classroom. Moreover, they do not have the

chance to practice the lessons verbally. The lack of physical interaction in the education process

may cause many problems, such as a great degree of flaming and isolation (Dyrud, 2000).

Brown (2017) held the idea that learning in a brick-and-mortar institution presents students with

the opportunity to meet and interact with people from different locations on a personal level.

Suppose learners ever have trouble with assignments or questions about a lecture while

in a traditional class. In that case, it is generally quite simple to talk to the instructor before or

after class or schedule meetings online at a different time. However, when learning distance,

learners will have more difficulty getting in touch with their instructor. Though they can send

an email, it will not get them an immediate response if they could sit down with their instructor

(Hutt, 2017).

Students and parents have reported a lack of the required technical expertise, which has

also been identified as a barrier in post-secondary environments Renes and Strange (2011). The

study revealed that technical barriers (insufficient investment and maintenance and poor

connectivity) impede distance learning. It is in line with past research (Astri, 2017; Mousavi et

al., 2011), who found that the school provider's inability to maintain new technology prevented

students from benefiting from distance learning efficiently or impeded them from benefiting
from distance learning. Furthermore, in the study, some posts revealed that there were

associations between logistical barriers and distance learning as well. These barriers included

difficulties in using distance learning and lack of student preparation, dissatisfaction with the

distance learning modality, and the inability of distance learning to meet students' needs (Lloyd

et al., 2012).

Nevertheless, the lack of home technology was related to the minimal utilization and

benefits derived from distance learning). Other posts on the barriers to participating in distance

learning also revealed concerns about money and accessing equipment and technology. (Adams

and Hannum, 2008; Roberts and Hannum, 2018). Nevertheless, the perception of the

advantages of distance learning also included funding and accessing technology and instrument.

Financial assistance is a great help to purchase technology that supports remote learning

support.

According to Panganiban and Madrigal (2020), students had various difficulties

answering the modules. One is fluency in a foreign language. The international language,

notably English, is introduced in the third grade; hence, the participants have only had limited

exposure. As a result, students gained a restricted vocabulary in the target language, making it

challenging to comprehend and answer the questions in the modules. Pupils also found it

challenging to express themselves in writing utilizing the English language. They have trouble

with vocabulary, paper mechanics, and choosing the right words to express their thoughts and

ideas. They also concluded that they work to answer the learning modules due to a language

barrier, a lack of supplemental materials and resources, and a knowledgeable guide.

The first quarter implementation of modular distance learning was successfully

recorded with no significant difficulties. However, in Suba National High School Gagalot
Annex, many parents are high school graduates and work daily. Students find it hard to cope

and understand lessons in their modules, especially in English subjects. The contents of the self-

learning material do not meet their learning capacity, given that these instructional materials

will be assessed by students on their own mainly (Javier, 2021).

Challenges may impact parental involvement in remote learning settings. They include

economic resources, lack of internet access; lack of interest in using technology; and having

low digital self-efficacy (Povey et al., 2016; Hohlfeld et al., 2010; Hollingworth et al., 2011;

Beckman et al., 2019). From research done on virtual school learning environments, pre-

pandemic, we learn that parents become a learning coach for students who spend a significant

amount of their day in an online setting (Hasler Waters & Leong, 2014). When surveyed,

teachers have identified the following parental scaffolds as helpful to the virtual learner:

organizing and managing students' schedules, (b) nurturing relationships and interactions, (c)

monitoring and motivating student engagement, and (d) instructing students as necessary

(Borup, 2016).

A quick shift from traditional learning to remote learning made most learners worried

about daily life. Uncertainties about when life will get back to "normal" bring about anxiety

(Daniel, 2020). Thus, uncertainty about the future may negatively affect learners' motivation

related to remote learning. Non-positive motivation leads parents to worry about their children's

academic progress and achievement at home. While parents are anxious about the future,

supporting children's schooling with low motivation can be challenging (Daniel, 2020).

These concerns may stem from the parents' readiness levels. Since the pandemic was so

sudden and unsuspected, parents were unprepared for this shift. That is why they would have

difficulties balancing their work, home, and teaching responsibilities. Parents were attempting

to work remotely or unable to work while caring for children and trying to help them with their
education, with no clarity on how long this closure would last. Just keeping children on task

and safe at home was recognized as a disconcerting duty. This challenging and uncertain

situation could increase stress and fear while decreasing time management and planning

capacity. In a society where 64 percent of families have two adults working outside the home

(U.S. Bureau of Labor Statistics, 2020), most families do not have someone to take on the full-

time role of supporting remote education. It is not surprising that shouldering additional

responsibilities resulted in struggles for adults.

 CHAPTER III

METHODOLOGY

This chapter presents the research design, research locale, research participants,

research instrument, sampling technique, data gathering procedure, data analysis methods,

procedural rigors, and ethical considerations

Research Design
The study used the Descriptive Phenomenological Research Design as an approach.

Phenomenology refers to a study that aims to comprehend better participants' subjective, lived

experiences and viewpoints (Hasa, 2017). The scientific method is descriptive because its point

of departure consists of concrete descriptions of experienced events from participants'

perspectives of everyday life (Gorgi & Gorgi 2003). This study sought to determine the

facilitators and barriers of modular students in senior high school who has English subject. The

study focused on determining students' experiences in learning English in the modular distance

learning modality.

Research Locale
The study was conducted at Kalamansig National High (KNHS), Poblacion,

Kalamansig, Sultan Kudarat.

The school was established in 1994. For 26 years, KNHS has been serving students of

Kalamansig and nearby municipalities of Lebak and Palimbang.

Research Participants

The participants of the study were five (5) modular senior high school students enrolled

at Kalamansig National High School for the school year 2021-2022. Five (5) SHS students,

included three (3) modular students from Grade 11 and two (2) from Grade 12.

Research Instrument
The study used a semi-structured interview guide questionnaire as a tool to determine

the facilitators and barriers of students’ modular learning in English. The interview had three

(3) parts. Part I was focused on students’ profiles determining their age, gender, ethnicity, and

year level. Part II emphasized the facilitating factors that are helping them in their studies. Part

III centered on the barriers they encountered and experienced throughout their engagement in

modular distance learning with the said subject. The interview consisted of five (5) questions

(please see appendix B). The responses in the said interview were recorded carefully using a

voice recorder.

Sampling Techniques

The researchers used the purposive sampling technique considering the demands of the

study. Purposive sampling, also known as judgmental, selective, or subjective sampling, is non-

probability sampling. Researchers choose participants from the population-based on their

judgment to participate in the study (Alchemer, 2021).

Data Gathering Procedure

The participants for this study were identified with the help of their class adviser, one

of the researchers, and vetted using a set of criteria given by the researchers to guarantee that

the participants' common characteristics are consistent. After identifying respondents,

researchers provided a letter of consent to their parents or guardians for their approval to
interview their children following the full health protocol and safety measures and ensured that

any information utilized in this research is allowed. Following that, the researchers also sent a

letter of approval to the Principal of Kalamansig National High, ensuring that the participants'

interviews were approved. After the approval, the respondents underwent a series of interviews

and observations. The interviewee's response was verbatim transcribed to guarantee that no data

is manipulated.

Data Analysis Methods

The study used Thematic Analysis (Braun and Clarke, 2006) in analyzing the data. The

researchers transcribed the verbal data collected and produce the initial codes. The researchers

did the coding manually and code for as many potential codes and themes as possible. After

the researchers collate all the data, the data identified by the same code was collated together.

Data with the same code was sorted into potential themes. In this stage, researchers can use

visuals to sort the codes. Themes were made up of subset codes, and some codes formed main

themes or sub-themes, whereas others were discarded (or kept as outliers). The researchers

collected the themes and sub-themes and refined these themes. Some had collapsed into other

themes, whereas some themes need to be broken down into smaller components. In refining the

themes, the researchers used a thematic map to help in visualizing the relationship between the

themes. At the end of the stage, the researchers produced a thematic map of the data. The next

step, the researchers captured the essence of each theme and the aspect of the data it captures.

Here the researchers created an overall narrative with all the data. The researchers analyzed

each theme and its description. By the end of this phase, the researchers had identified the

themes and what is not. After revising themes concerning the data, the researchers produced a

final thematic map. The researchers described each theme in a couple of sentences. The last

step involved the final analysis and write-up of the report.

Ethical Consideration

The researchers that conduct this phenomenological examination guarantee that the

research design, methodology, and results are explicit, valid, and trustworthy.

The inclusion of best practice procedures for ensuring rigor and dependability of results

in this study is crucial (Cope, 2014). To ensure the study's findings are credible, the researcher

will refer to Grundmeyer's citations (2012). The study will apply Lincoln, and Guba's (1985)

suggested credibility, dependability, confirmability, and transferability strategies.

First, credibility. To assure that the results of this study are credible, the researchers will

mitigate the credibility threat through data triangulation. The researchers will provide

supporting pieces of evidence of the results of the study, such as the use of the thematic analysis.

The procedure in the thematic analysis is done accordingly.

The researchers also make sure that the participants have a conducive environment during the

duration of the interview. The data needed in the study is conducted thoroughly through an

extensive interview with the participants. The result of the study is validated and confirmed by

the participants; thus, the assurance that this study is credible.

Second, dependability. To promote dependability, the researchers will create an audit

trail by detailing how data is collected and used, how classifications are developed, and how

judgments are made during the investigation (Merriam, 1998). The researchers will store the

collected raw data like the transcripts, journals, interviews, audio, and video recordings in

Google drive to easily access them when needed. In addition, the researchers carefully list all

the observed behaviors during the interviews, and they are all properly documented. The

researchers also provided multiple recording devices to make sure that all the needed data would

be recorded.
 Third, confirmability. To prevent bias, the researchers did intensive data analyses. The

results are also peer-reviewed to make sure that prejudices and subjective judgments are

eliminated. In addition, the researchers will present the findings at the research conference.

They will have feedbacking to know that the issues are similar to senior high school modular

students learning English.

Lastly, transferability. In quantitative research, transferability is the same as external

validity. External validity, according to Merriam, is "the extent to which the conclusions of one

investigation may be transferred to other settings." Although this study only covers five (5)

participants, this study could be used in different settings with different participants enrolled in

the distance learning modality. Since the start of the pandemic, schools across the globe have

shifted into distance learning. Modular distance learning is strengthened. This instruction is

employed in all public schools in the Philippines to ensure the continuity of education (Dangle

& Sumaoang, 2020). Thus, this study is transferable.

The researchers are accountable for the study's conduct and outcomes. Each component

in the contents of this study is delivered with the utmost credibility, dependability,

confirmability, and transferability.

 CHAPTER IV

PRESENTATION, DISCUSSION, AND INTERPRETATION OF DATA

This chapter shows the presentation and discussion of findings based on the relevant
themes gathered.

Presentation of Findings

Relevant themes on Student’s Experiences in Modular Learning in English

Through comprehensive procedural data analysis and interpretation, seven (7) relevant
themes were articulated. They were all synthesized from 189 formulated meanings, 85 initial
themes and 16 clustered themes.

They are These represents the facilitators and barriers of students’ modular learning in
English. Self-directed learning, Assistance from family members, Intrinsic Motivation,
Distractions at home, Poor comprehension, Parents’ lack of assistance, and limited interaction
between parents and teachers.

Relevant theme 1: Self-directed Learning

This theme focuses on students’ independent learning in answering their modules in

English. Theme 1 is characterized by four (4) clustered themes namely Self-enthusiasm;
Independent learning; Time management; and Resourcefulness.

These were formulated by twenty (20) initial themes such as Independent in

constructing sentences in |English; Free time to answer modules in English; Flexible schedule;
Autonomous learning in English; Find ways to understand the text; Finding source of
information; Giving one’s best to answer the modules in English; Learning through exploring
the Internet; Look for meaning of other text; Look for references; No one to ask questions;
Scheduling of subjects to answer; Self-determination; Self-enthusiasm; Self-regulating; Taking
responsibility; Time-management; and Ability to translate words in Filipino for better
understanding.

The experiences as expressed by the students involved their ways to facilitate learning
in modular distance modality. Participant 3 stated his eagerness to overcome the new normal
setting of education by finding means to adapt to certain change in the modular distance
learning as he said , “ In modular learning, you don’t need to answer your module everyday.
You can answer it if you have nothing to do or if you have free time.” He also added that,
“What’s great in modular learning is that you can make time when you want to answer it. This
is mentioned in the lines 198-202 and 225-227. Moreover, the resourcefulness of the
participants became an advantage for them to finish their activities as participant 5 as mentioned
in the lines 80-81 highlighted “Yes ma’am! I also use the internet ma’am, through search, then
sometimes on YouTube. I watch and listen to the topic. Then there is also an explanation. There,
I also look at the answer, Ma’am.”

“You really should answer your module because it is yours” added by participant 1, 140-141

…………………….

Relevant theme 2: Assistance From Family Members

This theme focuses on the role of family members to the students’ modular learning in English.
Theme 2 is characterized by one (1) clustered theme namely Support by the family member.

This is formulated by ten (10) initial themes such as Seeks assistance from older
siblings, Dependent to someone; Helped by the sister; Provides assistance through reading the
materials; Collaborative learning; Needs someone to assist the learner; Asks help to family
members; Seeks help in understanding the module; Family members extend help in their free
time; Pass the activities to others for assistance.

The members of the family become the mere responsible to let the students feel they are
valued and well directed in their studies through assisting them in their modules. This is evident
in the statement of Participant 2 in lines 47-48, “My older sister…She reads it carefully, Ma’am.
Then reads it over and over again. She will tell you what she is reading...” participant 5 also
added “Yes, ma’am that’s all I ask and then she explains to me. So, I understand a little better,
Ma’am. So, that’s it.” As mentioned in line 45. Participant 1 in lines 31-32 mentioned that, “I
am asking for help to my older sister so that I can understand my module”. She also added that,
“She reads them and I will understand. Then, I will answer.” As evident in lines 44-45.

…………………….
Relevant theme 3: Intrinsic Motivation

This theme focuses on students motivate themselves to understand and answer their
modules in English. Theme 3 is characterized by one (1) clustered theme namely Self-
encouragement.

This is formulated by eight (8) initial themes such Learning through drills; Eagerness to
do activities; Inspiring oneself; Internal motivation; Self-motivation; Finds the activities
challenging; Self-determination; and Self encouragement.

Motivation is an internal state of desire for change, either in oneself or in one's

environment. Enhanced intrinsic motivation of distance learners to learn English can be seen in
the statements of Participant 4 in lines 66-70 where he said that, “I’m just looking for a way to
be happy with myself. Sometimes, I play outside to relieve stress. If you are inspired, you are
somewhat happy. Then, you have a way to answer your module.” Participant 5 also added that,
“I talk to myself and tell myself that I can do it if I give time to answer my module.” This can
be found in lines 88-90.

…………………….

Relevant theme 4: Distractions at Home

This theme focuses on the distractions and barriers to students’ modular learning in
English at home. Theme 4 is characterized by two (2) clustered themes namely Noises from the
environment; and Conflict with the household chores.

This is formulated by eleven (11) initial themes such as Environmental distractions;

Lots of work to do; Free from other works; Hindrance in studying; Insufficient time; Many
household chores; Assist siblings of their homework; No Internet connection; Obstacles in
answering modules; Stress after a long day at work; and Working student.

As observed in the statements, students were distracted by household chores while studying
at home, as their parents had also ordered them to do chores while studying at home. According
to Participant 1 in lines 61-63, "If there is an order, if you do not obey, you will be
reprimanded,” He also added, as evident in lines 174-175, 194, "The issue, Ma'am, is that I
answer my module then I will be called to do something and I still have other work to do.” She
only gets access to her module throughout the night since she is concerned with home
responsibilities during the day. “Yes ma’am, which is every night only because in the morning
we have lots to do, we have our animals to take care.” Moreover, Participant 1 stated in lines
68-69 she can answer her module continuously if there are no other task to do at home “Yes, if
there is no house chores, I can continuously write because there are no barriers.” In this
instance, the students' attention is distracted from answering their module questions to the work
they need to complete within that time period, which prevents them from effectively
understanding, completing, and learning English through MDL.

…………………….

Relevant theme 5: Poor Comprehension

This theme focuses on the comprehension level of students in modular learning in

English. Theme 5 is characterized by three (3) clustered themes namely Difficulty to organize
ideas; \unable to speak fluent English; and Lack of English vocabulary

This is formulated by eleven (11) initial themes such as Environmental distractions;

Lots of work to do; Free from other works; Hindrance in studying; Insufficient time; Many
household chores; Assist siblings of their homework; No Internet connection; Obstacles in
answering modules; Stress after a long day at work; and Working student.

Most of the participants mentioned that they are having a hard time understanding the
module especially the English language. According to participant 3 she cannot always
understand English, as evident in lines 35-36 “Because sometimes I can’t understand,
sometimes others I understand too.” Students’ poor comprehension is one of the factors that
hinders them in learning English. They need to translate it in Filipino language to comprehend
the English phrase, as what Participant 2 said in line 20, “Ma’am, I can do it! But I just translate
the others to Tagalog.” Participant 4 also added how difficult for her to understand her module
alone as seen in lines 21-24 “It's a bit difficult, Ma’am because first of all you're alone, then no
one will explain to you what that means.” While Participant 5 also said that she cannot
understand her module very well as evident in lines 19-22, “Right now, Ma'am is a bit difficult,
Ma'am. As a student, Ma'am very challenging. We chose modular because modular Ma'am
seems… [Pause] you do not really understand very well there Ma'am. There’s still a bit of a
question that you can’t get an answer…”
…………………….

Relevant theme 6: Parents’ Lack of Assistance

This theme focuses on the support of the parents to modular learning in English of
students. Theme 6 is characterized by two (2) clustered themes namely Working parents; and
Parents’ educational attainment.

This is formulated by six (6) initial themes such as Parents are working during the day;
Students hesitation to ask for assistance; Family members are working; Family members are
not around; Education level of parents; and Parents cannot share ideas when asked by the
learner.

Parents are the first teachers of the learners. They should play an active role in the
learning development of their children. However, as observed in the statements of the
participants there are a lot of factors why their parents cannot give them the support they need.
It was evident in the statement of participant 2 in line 105, “They (parents) have also jobs” and
participant 3 added, “They are busy ma’am”. Participant 4 also mentioned in lines 88-90 that
there was lack of assistance from the parents because of their educational level as he said
“Uhmm. Sometimes, Ma’am because my..my mother is only elementary graduate and then my
father is only Grade 10 ma’am”. Moreover, participant 5 was also hesitated to ask help from
his parents because of their capacity to answer as he stated in lines 49-50, “No ma’am! I am
embarrassed to ask, Ma’am. then they don’t seem to be able to answer either, that’s all ma’am.”

…………………….

Relevant theme 7: Limited Interaction Between Teachers and Students

This theme focuses on the interactions of students and teachers on modular learning in
Englsih. Theme 7 is characterized by three (3) clustered themes namely Weak signal to contact
the teacher; Late response from the teacher; and No interaction with the teacher.

This is formulated by eleven (11) initial themes such as Ask assistance from the teacher;
Delayed response from the teacher; Better learning in face to face setting; Feeling anxious
without teacher’s assistance; feeling nervous; hesitant to ask questions to the teacher; Students
have no one to ask directly; Not confident to speak without the teacher’s assistance; Poor or
weak signal to contact the teacher; Seeks help from the teacher; and Teacher better explain
lessons in face to face.

Interaction between the teacher and the learner is crucial in teaching and learning
process. Participant 1 in lines 80-82 said, “I can’t do it ma’am if the teacher will not teach it
because some are hard to understand”. Students struggled with MDL because of the limited
interaction between teachers and students. Participant 3 said in lines 213-214, “Face to face
classes is better, Ma’am because you really understand the lesson and when there is something
you don’t understand, there are teachers that will explain.” Student also seek assistance from
the teacher through chat as what Participant 4 in lines 78-80 said “Sometimes I ask the adviser,
sometimes when I can’t really understand it, I just try to answer.”

However, due to the distance between the teachers and students there is only limited
learner-instructor interaction and the concern of the student is not addressed right away. “It’s
really better when face to face classes, because the teacher explains the lesson well and you
can ask them questions right away.” According to the participant 4 in lines 133-137 responses.
Hence, the interaction between the learner and the teacher is fundamental for effective learning.

Discussion of Findings

Relevant themes on Facilitators and Barriers of Students’ Modular Learning in

English.

The Students’ Facilitators and Barriers in Modular Learning in English is characterized

by seven (7) relevant themes. These includes Self-directed learning, Assistance from family
members, Intrinsic Motivation, Distractions at home, Poor comprehension, Parents’ lack of
assistance, and limited interaction between parents and teachers.

Relevant Theme 1. Self-directed Learning

As observed in the statements of the participants in self-regulated learning, they

have different ways to facilitate learning in modular distance modality. As conformed by study
of Ambayon (2020), modular instruction is more operative in the teaching-learning method than
usual teaching approaches because, in the modular approach, the students learn in their strides.
Gonzales also confirmed the statements above (2015) in which he said that modular learning is
one of the teaching approaches where the students have to learn everything in the module using
their effort at their own pace. They are learning how to learn; they are empowered (Nardo,
2017). Nardo (2017) also added that learners would benefit from independence and responsible,
attending to their tasks with minimal supervision.

Relevant Theme 2. Assistance from Family Members

Modular distance learning opened an opportunity to strengthen the bond between the
parents and their children, they were able to extend help and guidance on the development of
their children. Thus, providing the members of the family the mere responsibility to let the
students feel they are valued and well directed in their studies. MDL protects learners in
studying at home—learners are safe, education continues, and home-schooling provides time
for families to spend more time with each other (Panganiban & Madrigal, 2021).

Jaiswal (2017) stressed that parents play a dynamic role in nurturing their children's
educational development. This kind of strategy was common especially in English subjects and
it was presented in Luaña (2021) which includes guiding by explaining, guiding by giving
examples, guiding by correcting their children's incorrect answers, guiding by 'Googling' the
answer, and showing by providing the correct solutions directly and first, teaching by
explaining.

This sudden shift of the educational system brought parents and other members of the
family the realization that teaching is never easy, that they needed be optimistic in this kind of
situation and that unity and cooperation should be within the family.

Relevant Theme 3. Intrinsic Motivation

The experiences express by the students in answering their modules involved a number
of ways on how to motivate oneself to be independent learners.

According to Belaja, Teoh, and Liau (2012), a high level of professor transactional presence

was associated with enhanced intrinsic motivation of distance learners to learn English.

Moreover, students actively participate in understanding the concepts provided in the module.

They gain a sense of responsibility as they complete the tasks in the module (Nardo, 2017).

According to Deci and Ryan's (1985) Self-Determination Theory, intrinsic motivation

in learning is related to the following: (1) motivation to learn and acquire new knowledge, such
as happiness associated with learning new things; (2) motivation to experience encouragement
and physical joy, such as enjoyment associated with learning interesting learning materials; and
(3) motivation to engage in challenging learning activities, such as completing challenging
assignments. Interest, ambition, aspiration, awareness, competence, and physical and
psychological factors all impact intrinsic motivation. The theory is the underlying factor that
determines students' motivation to complete their module in English subject.

Relevant Theme 4. Distractions at Home

Tutor doctors (2015) name some common problems of distance education. These
problems were lack of support, feelings of isolation, and academic discipline. They added that
distance learning could be an incredible experience for students. However, distance learning is
only as effective as the student. The study revealed that technical barriers (insufficient
investment and maintenance and poor connectivity) impede distance learning. It is in line with
past research (Astri, 2017; Mousavi et al., 2011), who found that the school provider's inability
to maintain new technology prevented students from benefiting from distance learning
efficiently or impeded them from benefiting from distance learning. Furthermore, in the study,
some posts revealed that there were associations between logistical barriers and distance
learning as well. These barriers included difficulties in using distance learning and lack of
student preparation, dissatisfaction with the distance learning modality, and the inability of
distance learning to meet students' needs (Lloyd et al., 2012).

According to Mahlangu (2018), even when modules are provided free of charge to
public schools, many students work and study concurrently. As a result of poor time
management and prioritization, this increases the difficulty of completing their Learning
Activity Sheets (LAS).

Relevant Theme 5. Poor Comprehension

Most of the participants mentioned that they are having a hard time understanding the
module especially the English language. Students sometimes struggle to deal with and
comprehend lessons in their modules, particularly in English topics. The self-learning material's
content does not correspond to their learning potential, given that mostly students on their own
(Javier, 2021), will evaluate these instructional resources.
 Panganiban and Madrigal also supported these barriers (2020). According to them,
pupils encountered a variety of challenges when trying to complete the modules. One is foreign
language fluency. International languages, most notably English, are taught in third grade;
hence, participants have had very limited experience. As an outcome, pupils developed a limited
vocabulary in the target language, making it more difficult to comprehend and answer the
modules' questions. Additionally, pupils struggled to express themselves in writing in the
English language.

Relevant Theme 6. Parent’s Lack of Assistance

Parents or guardians are partners of teachers in education. They serve as home

facilitators and para-teachers that facilitate and guide the students in answering the modular
lessons they sent during the modular learning (Manlangit et al. 2020). However, the study
reveals that parents do not have the capacity to assist their children in the modular distance
learning.

Manlangit, P. Paglumotan, A &Sapera, S. (2020) emphasized that teachers' professional

help in the actual teaching was limited, and parents played the vital role as home facilitators yet
parents were attempting to work remotely or unable to work while caring for children and trying
to help them with their education. Furthermore, Dangle & Sumaoang (2020) also found out that
one of the main challenges on the implementation of modular distance learning is parents' lack
of knowledge to guide their child/children academically.

Relevant Theme 7. Limited Interaction Between Teachers and Students

Interaction between the teacher and the learner is crucial in teaching and learning
process. According to Transactional Distance Theory of Michael Moore, distance
education is not simply a geographic separation of learners and teachers. The separation
between the teacher and learner is significant enough to use particular teaching-learning
strategies and techniques to determine factors that help and hinder them from learning in the
new normal. Students struggled with MDL because of the limited interaction between teachers
and students as seen on the statements of the participants.

Furthermore, Moore and Kearsley (1996) suggest that distance educators should
facilitate three types of engagement: a) learner-content interaction, b) learner-instructor
interaction, and c) learner-learner interaction. However, due to the distance between the
teachers and students there is only limited learner-instructor interaction, and the concern of the
student will not be addressed right-away. Hence, students are coping with the inability to ask
for assistance to their teachers.

Study also agrees with the study of Bijeesh (2017) which states that with no faculty
around for face-to-face interaction and no classmates who can help with constant reminders
about pending assignments, the chances of getting distracted and losing track of deadlines are
high. Students need to keep motivated and focused if they want to complete the distance
learning course.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations based

on the data analyzed in the previous chapter.

Summary of Findings

The study was conducted to determine the facilitators and barriers of students’ modular

distance learning in English. It was found out that senior high school student were facilitated

and hindered in this studies by different factors. Students were motivated to do their activities

in the MDL were self-directed. This means that they have the willingness to learn despite the

new normal educational trend. They found ways to bridge the gap of teaching-learning process

in face-to-face by being resourceful. The use of books and internet websites were evident source

of information for the students. Moreover, the assistance they got from the members of family

enhanced their self-determination to overcome the different task given in the modules. Learning

through drills were set to let the students understand the difficult parts in the said activities.

Importantly, intrinsic motivation was present in the students, this served as the driving force for

them to embrace the change brought by Covid-19 pandemic to education.

Together with the facilitators were the various barriers encountered by the students.

Each student who undergone the interview has its own story of struggles in answering the

modules especially in English subjects. It was found out that students were distracted at home

as to the noise in the environment, presence of household responsibilities and to take good care

of their siblings which contributed to stress they felt in MDL. Poor comprehension was also

manifested in the students, mostly of them complained that they can hardly understand texts

written in English which at times resulted to skipping in answering some activities in the
modules. Along with this, was the lack of parents’ assistance since they were all working to

feed their family. It was cited in the study of Dangle & Sumaoang (2020) who found out that

the one of the main challenges that emerged was parents' lack of knowledge to guide their

child/children academically. The moment the distance learning started, the limited interaction

between the teachers and students became an issue that gave the students hard time to cope with

their lesson since no one will directly explain to them the concept in their lecture. It was

mentioned in Bijeesh (2017) that “with no faculty around for face-to-face interaction and no

classmates who can help with constant reminders about pending assignments, the chances of

getting distracted and losing track of deadlines are high”.

Conclusions

The lived experiences of students in modular distance learning were highlighted and

were the main sources of the data. Students were able to describe the facilitators and barriers

brought by MDL in English subjects.

MDL provided the students the opportunity to discover their own capabilities to answer

their modules without their teachers as main source of information. The first relevant theme

was self -directed learning. It facilitated learning of the students in MDL which was supported

by Gonzales (2015) that 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. Second,

assistance from the members of family gave them the chance to increase interaction and

learning. The Social Cognitive Theory supported this relevant theme which explores how social

interaction affects learning cognition, and it aims to improve the learners' environment to affect

inner thought processes. Concepts under (a) Reciprocal determinism: A person, their
environment, and their behavior all influence and interact with each other. This provide the

explanation that interaction with the members of family improved the performance of the

students through influenced behavior. Third, Intrinsic motivation is an important factor to cope

with MDL as stated by (Dangle & Sumaoang, 2020) the modular instruction includes more

choice and self-pacing for students and increased adaptability of instructional materials. These

relevant themes presented were able to answer the questions “How do you facilitate learning

in modular distance learning? And how do you cope with the modular distance learning

modality? ”

Barriers were also given by the students during their MDL. There were 4

relevant themes presented. First, distractions at home as to lots of household chores to perform

hindered students to answer their modules on time, the concept of social theory under (b)

Positive and negative reinforcement: A positive or negative response impacts future learning

which observes how people regulate their behavior to develop goal-directed habits. Second,

poor comprehension. The understanding of what you are reading is very important this was

supported by Stephen Krashen's Second Language Acquisition that acquiring language needs

meaningful contact in the target language - natural communication - in which speakers are more

concerned with the messages they are expressing and comprehending than with the form of

their utterances. Comprehensible input is a critical and fundamental component of language

learning. Third, Lack of parents’ assistance contributed to the struggling with self-study of their

children, the absence of knowledge to guide them academically was one of the issues

concerned. Fourth, Limited interaction between teachers and students. The Transactional

Distance Theory of Michael Moore supported this relevant theme. Distance education is not

simply a geographic separation of learners and teachers. The separation between the teacher

and learner is significant enough to use particular teaching-learning strategies. This theory was
essential to ascertain the factors contributing to the communication gap between instructor and

student in a distant learning environment. These relevant themes answered the question “Do

you experiences issues and problems in learning English in modular distance learning?”

Recommendations

In line with the findings of this study, the following recommendations are made.

1. Encourage time management in work. Schedule work to prevent overlapping of

activities at home and in studies.

2. Implementation of mobile library to be facilitated by the teachers to those students with

poor comprehension. This will help them have access to books and other reading

materials that will practice their comprehension especially in remote areas.

3. Further studies in the facilitators and barriers of students’ modular distance learning in

English to deepen understanding on their lived experiences.

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 Appendices

APPENDIX A

Consent Cover Letter

LETTER TO THE PRINCIPAL

October 25, 2021

ERLINDA G. HAUDAR
Principal III
Kalamansig National High School

Dear Ma’am:

Good Day!

The undersigned students of Sultan Kudarat State University – College of Graduate

Studies, ACCESS Campus are presently conducting a study entitled “Facilitators and Barriers
of Students’ Modular Learning in English”, as a requirement for the course Education 601B
(Methods of Qualitative Research).
In line with this, we have chosen five (5) senior high school students to be the participants of
our study. It will be conducted through a recorded face-to-face interview following safety health
protocols and standards. We want to stress that his/her participation in this study is voluntary.
Rest assured that all information that will be gathered will be treated with utmost confidentiality
and will be used for academic purposes only.
We are hoping that this request would merit your positive response. Thank you and God bless.

Respectfully Yours,

SMILEE JOY A. SONZA

NICANOR Q. PEÑAFIEL, JR.

BLESS AMOR H. JAVIER

CESNA S. MAGTULIS

WYNDILE MAE E. PADOJINOG

RAQUEL D. DOLOJO

CRISTY K. BARCELONA
Researchers

Noted by:

ADRIAN V. PROTACIO, Ph.D

Research Adviser

Approved by:

____________________________

Principal III
 APPENDIX B

Interview Guide Questionnaire

Part I. Students’ Profile

Name (Optional):__________________________________________Age: ___

Year Level: ______________ Gender:____________ Ethnicity: _________

Part II. Facilitating Factors

Interview Questions

Part I. Students’ Profile

Name (Optional):__________________________________________Age: ___

Year Level: ______________ Gender:____________ Ethnicity: _________

Part II. Facilitating Factors

1. What do you think helps you to learn English during the pandemic?
2. In what way does it help you? Can you give me an example?

Part III. Hindering Factors (Barriers)

3. Do you encounter problems in learning English during this modular distance?

4. If you do what are they? Can you explain?
 APPENDIX C

Interview Protocol
Interviewee Number: _______ Date: ____________ Time: _________
Part I. Orientation
A. Language Preference of the Participants for Interview
Good day! I appreciate your presence and participation in this interview. I would like to
know your preferred language for this interview. English....Filipino…Fil-English.
B. Purpose of the Interview
This interview is conducted purposely to gather enriching data on determining the
facilitators and barriers in students’ modular learning in English.
C. Process of the Interview
The interview shall be documented through a video camera. For transparency purposes,
the transcript of this interview shall be given to you for confirmation and validation.
Further, if there are things that you opt not to be recorded, please let me know so I can
pause the video camera. Do you have any clarification? Shall we proceed with the
interview proper?
Part II. Interview
Focus Questions on the facilitators of students’ modular learning in English.
1. What do you think helps you to learn English during the pandemic?
2. In what way does it help you? Can you give me an example?
Focus Questions on the barriers of students’ modular learning in English.
3. Do you encounter problems in learning English during this modular distance?
4. If you do what are they? Can you explain?

Thank you for your cooperation!

 APPENDIX D

TRANSCRIPTION PROTOCOL

The following conventions adapted from Canilao (2015) and Mershon (2010) were used
as a guide in transcribing the semi-structured interviews and FGDs:
1. The series of interrelated utterances in the interview are written in paragraph and
these were primarily used for coding process;
2. Questions by the researcher/s shall be labeled with by typing R: at the left margin
and then indenting the question;
3. Responses from research participant/s shall be labeled with T: at the left margin with
the response indented;
4. Three dots (…) suggest continuation of sentence and were used particularly on
interrupted utterances;
5. Utterances in Filipino and vernaculars were written in italicized form;
6. Recordings shall be transcribed verbatim that includes any nonverbal or background
sounds (e.g., dogs bark, sound of chicken, car horn, lizard sound etc.);
7. If researchers or participants mispronounce words, these words shall be transcribed as the
individual said them. The transcript shall not be “cleaned up” by removing foul language, slang,
grammatical errors, or misuse of words or concepts;
8. If an incorrect or unexpected pronunciation results in difficulties with comprehension of the
text, the correct word shall be typed in parenthesis;
9. The transcriber shall indicate when the interview session has reached completion by
typing THE END in bold and uppercase letters on the last line of the transcript along with
information regarding the total number of hours, minutes, and seconds.

Example
R: Good morning, I am ________________________ and today I will be conducting a
research entitled FACILITATORS AND BARRIERS OF STUDENTS MODULAR
LEARNING IN ENGLISH Have you read the letter forwarded to you regarding the
conduct of this study?
T: Yes, I had read it and understand this.
R: What are your opinions about barriers in MLE?
T: Sa ngayon, ang masasabi ko lang ay napakahirap lalung-lalo na sa mga batang
nasanay na sa face to face class.
R: Would you like to add something before we end the interview?
T: I have nothing to add, Ma’am.
R: If there is none. Thank you for your time. We truly appreciate it.
T: Madamo man nga Salamat.

THE END— (2 HOURS, 22 MINUTES AND 10 SECONDS TOTAL)

 APPENDIX E

Ethical Considerations

Ethics allows researchers to take a collaborative approach to their research with the help

of their peers, mentors, and other study participants. (Chetty, 2016).

To ensure that this study will follow ethical standard, the researchers will send a letter

of consent address to the principal of the school to allow five (5) senior high school students to

be the participants of the study. The researchers will then approach the participants and ensure

their willingness and full participation in the interview to be conducted. The researchers will

ensure confidentiality of the data that will be gathered from the participants.

Since it is still pandemic, the researchers will make sure that proper health protocols will be

followed and the participants’ welfare will be in the utmost priority. Lastly, to safeguard data

privacy of the participants, the researchers will make sure that the confidentiality of data will

not be disclosed except for the purpose of this study alone.

 APPENDIX F

Transcripts

Interview Transcript for Student 1

Researcher: Okay, so, good afternoon. Actually, anong preference nyo na language? [What
is your language preference?] English, Filipino, Tagalog, Bisaya, Ilonggo?

Respondent: Ilonggo

Researcher: Ilonggo. Ilonggo ka? [Are you an Ilonggo?] So, okay lang kay magkaintindihan
ta, kay kung mag Bisaya daw mabudlayan gihapon ko ba. [ So, it’s okay because if we will use
Bisaya, it seems like I will have a hard time.] So, ang purpose ng interview is to gather
information or data about sa paglelearn ninyo ng English sa modular, sa modular distance
paano kayo natututo or paano ninyo naiintindihan yung mga modules ninyo sa English. [The
purpose of this interview is to gather information or data about your learning in English in
modular distance, how did you learn or how can you understand your English modules.] So,
ang focus nito is just to really get the whole reality kung paano, anong nangyayari sa modular
distance na English ang medium, yung ginagamit sa modules ninyo. [The focus of this
interview is to really get the whole reality if how, and what happens in your modular distance
learning using English as a medium in your modules.] Okay lang? [Is it okay?]

Respondent: Okay lang. [It’s okay.]

Researcher: So, unang tanong is paano ninyo sinasagutan ang modules . [First question is, how
did you answer your modules?] Paano? [How?] Halimbawa, May tumutulong ba? [Example, Is
there someone helping?] Sa inyo? [In you?] Pag nagsasagot or nag-aaral? [If you are answering
or studying?]

Respondent: Mayron ma’am. [ There is ma’am.]

Researcher: May naga bulig? [Is there someone helping?]

Respondent: May naga bulig ma’am. [There is someone helping ma’am.]

Researcher: Sin- o naga bulig sa imo pag mag ano ka. [Who is helping you when you are
answering your modules?]

Respondent: Si ate. [ My older sister.]

Researcher: Si ate mo? [Your older sister?]

Respondent: Yes ma’am.

Researcher: As a senior high school, nga a naga ask ka pa sang bulig kay ate mo? [Why are you
asking help to your older sister?]

Respondent: Naga patudlo lang ko kay para maintindihan ko gihapon ma’am. [I am asking for
help so that I can understand ma’am.]

Researcher: Naga patudlo ka para maintindihan mo gihapon? [You are asking for help so that
you can understand?] So, pero ang pag- intindi mo kung ikaw lang, makaya mo? [So, but if you
alone will understand, can you?]

Respondent: Makaya ma’am ei. [I can ma’am.]

Researcher: Makaya mo? [You can?] May mga na encounter ka ba nga mga problems, mga
issues habang ginabasa mo ang modules sa English? [Did you encounter problems, issues while
you are reading your English modules?]

Respondent: Ang iban gihapon ma’am hindi maintindihan, nagapatudlo lang ko kay ate,
tapos…[I can’t understand some ma’am, I am asking help to my older sister, then…]

Researcher: So, paano, paano mag learn nga gatudlo si ate mo? [So, how are you learning with
the help of your older sister?]

Respondent: Ginabasa nya tapos ako lang mag intindi, tapos answeran ko, tapos…[She reads
then I will understand, then I will answer, then…]

Researcher: Pero pag mag answer ka sa English, halimbawa mga essays. [But if you answer
in English, example essays?]

Respondent: Ako lang naga answer ma’am. [I am the one who answers it ma’am.]

Researcher: Ahh… kamusta ang pag construct mo sang mga sentences? [How did you
construct your sentences?]

Respondent: Okay lang man pero may ara gihapon nga tamadon ko mag answer kay di ko
maintindihan. [It’s okay but there are times that I’m not motivated to answer because I can’t
understand.]
Reseacher: Ngaman? [Why?] Ngaman may mga times nga mabudlayan ka mag answer? [Why
there are times that its hard for you to answer?] Ano ang mga problems nga na encounter mo
habang naga answer ka sang module? [What are the problems you have encountered while
answering your module?] Ano ang mga nakapa distract o nakapadula sa imo nga, halimbawa
mga ideas? [What are the things that distract you, example your ideas?] Or ano ang maka daw
kis-a may mga panahon ba nga mabudlayan ka mag- express sang imo idea?[What are the things
that hinders you in expressing your idea.]

Respondent: Kung may sugo. [If there is a command] Sugo dre. [Command here] Sugo didto.
[Command there]. Tapos kung hindi ka gani magpati yawyawan ka pa. [If you will not obey,
you will be scolded.]

Researcher: Pero sa ano, halimbawa, pag mag sulat ka sa English mo nga idea, dirediretso
man? [But if you will write your idea in English, is it continuing?] Pag maka dirediretso kana
sa English gid mismo, sa English language ang pag sulat dirediretso? [In English language, are
you writing continuously?]

Respondent: Opo, kung wala magsugo sa imo, dirediretso ang pagsulat mo kay wala sang
samok. [Yes, if there is none to command, I can continuously write because there are no
barriers.]

Researcher: So, okay lang ang pag- intindi mo. [ So, your understanding is okay.] Kaya maski
wala guidance sang teacher mag-answer sa mga modules, mag intindi sa mga English lessons,
kaya ba? [That is why, even without the guidance of the teacher in answering the modules, in
understanding the lessons, can you?]

(The respondent is not answering.)

Researcher: Sige lang. [It’s okay.] Kaya mag answer sang English nga mga modules,
halimbawa sa ahh… Oral Communication or ano pa bang mga English nyo na subjects? [ Can
you answer the English modules, for example Oral Communication or your other English
subjects?]

Respondent: Hindi kaya ma’am ehh kung hindi itudlo sang teacher kay ang iban hindi
maintindihan. [ I can’t do it ma’am if the teacher will not teach it because some are hard to
understand.]
Researcher: Ano’ng mga part ng hindi maintindihan didto ang iban? [On what part are that
others that is hard to understand.]

Respondent: Pag lalo na research. [If specially research.]

Researcher: Pag research? [If research?] Pag may mga words ba nga vocabulary, may mga
words ba didto sa module nga hindi mo gihapon maintindihan? [Are there words or vocabulary
there in the modules that you cannot understand?] Pero paano ka makatoon nga ikaw lang?
[But how did you learn alone?] Ano’ng ginahimo mo? [What are you doing?] Paano mo
maintindihan, pag hindi mo maintindihan sa module, ano ginahimo mo? [ How can you
understand, if you can’t understand in the module, what are you doing?]

Respondent: Mangita ko sang libro para maka answer ko. [I will look for a book so that I can
answer.]

Researcher: So, mangita ka libro. [ You will look for a book.] Ano pa? [What else?] Ano nga
mga libro ang ginapangita mo? [ What books are you looking?]

Respondent: English uhmm.

Researcher: Tapos? [Then?] Pero ang ate mo nga naga bulig sa imo, ano... anong natapos
nya? [ But, your older sister who helps you, what is her educational attainment?]

Respondent: Third year college.

Researcher: Teacher gihapon imo ate? [Is your older sister a teacher too?]

Respondent: Huo. [Yes.]

Researcher: So, s’ya ang naga guide sa imo nga mag tudlo, ng matun an mo s’ya? [She is the
one who guides you, for you to learn?] So, my time ba nga naga lecture gid ang ate mo sa imo
or naga discuss, naga explain? [So, is there a time that your sister lectures or discusses or
explains?]

Respondent: Naga ready gid s’ya ma’am. [She is really preparing ma’am.]

Researcher: Always na s’ya or? [Is that always?]

Respondent: Hindi man ma’am. [No ma’am] Pag may, may OJT abi s’ya ma’am, hindi s’ya
maka tudlo sa amon kay focus lang s’ya sa iya nga OJT kay alangan manugtapos na gyapon
s’ya eskwela. [If she has OJT ma’am, she can’t teach us because her focus is on it because she
will complete her study soon.]

Reseacher: Uhmm.. Graduating gali ang ate mo? [Is you older sister graduating?]

Respondent: Opo ma’am. [Yes ma’am.]

Researcher: So, may naga guide sa imo? [You have a guide?] Hindi mo problema kaayo ang
modular, ang pag answer sang module. [It’s not really a problem to you to answer your
module.]

Repondent: Opo. [Yes.]

Researcher: Pero pag maghambal ka in English, kumusta bang communication mo pag

English? [But if you will speak in English, how is your communication?]

Respondent: May ara gihapon nga mabulol mag-estorya. [There are times that I will stutter.]

Researcher: Maka estorya ka sa English? [Can you speak in English?] Pag halimbawa mga
question and answer portion, mga extemporaneous speaking, iyong e on the spot question, maka
estorya ka? [For example, question and answer portion, extemporaneous speaking, on the spot
question, can you answer?]

Respondent: Hindi ma’am. [No ma’am.]

Researcher: Nga a man? [Why?]Ano ang mga problems mo? [What are your problems?] Ano
ang mga rason halimbawa paag ipatawag ka gani kag mag, parehas sini, naga interview kita,
nga a mabudlayan ka mag estorya? [What are the reasons for example you are being called for
an interview like this, why is it difficult for you to answer?]

Respondent: Makulbaan. [Being nervous.]

Researcher: Aside sa makulbaan, may ara pa? [Aside from being nervous, is there anything
else?] Pag ipahambal ka English, dirediretso? [If you are going to talk in English, is it
continuous?] Okay lang s’ya? [Is it okay?] So all in all may naga bulig sa imo mag answer sa
module sa English, may naga guide? [So, there is someone who helps you in answering your
English module, there is someone who guides?]

Respondent: Opo ma’am.[Yes ma’am.]

Researcher: So ang naga guide, dako ba ang bulig sa imo para maka answer ka sang module?
[Is that guidance a big help to you in answering your module?]

Respondent: Hindi. [No.]

Reseacher: Hindi gihapon? [ Still not?]

Respondent: Dapat ikaw gid ang mag answer sang module mo kay module mo gid na. [You
really should answer your module because it is yours.]

Researcher: So, dapat ikaw gid. [So, you should really do it.] So, self-learning ka? [So, are
you self-learning?]

Respondent: Opo. [Yes.]

Researcher: So, pagmag answer ka sa module mo sa English, aside kay ate mo nga naga bulig
sa imo, ano pa tung ginahimo mo gani? [So, if you are answering your module, aside from your
older sister who helps you, what else are you doing?] Ano pa ang ginahimo mo? [What else are
you doing?] Para maintindihan mo ang module? [For you to understand the module?]

Respondent: Libro. [Book.]

Researcher: Ga basa ka libro? [You are reading book?]

Respondent: Opo [Yes]

Researcher: Naga surf ka gihapon sa internet? [Are you surfing in the internet also?]

Respondent: Hindi ma’am. [No ma’am.]

Researcher: Wala? [No] So, libro gid? [So, the just the book?] Damo kamo libro sa balay
n’yo? [Do you have many books in your house?]

Respondent: Libro ko kag libro ni ate dati. [My book and my sister’s old book.

Researcher: Ahh… libro ni ate mo dati. [Your older sister’s old book.] Ano course ni ate mo?
[What is your sister’s course?]

Respondent: Teacher

Researcher: Secondary or Elementary? Sa high school? [In high school?]

Respondent: Elementary
Researcher: Ahh…elementary. Pero damo s’ya libro nga English? [But she has many books?]
So amo na ang naga bulig sa imo? [So, that is helping you?] Ang mga problems mo? [Your
problems?] Ano ang mga problems nga na encounter mo? [What are the problems that you
have encountered?] Kung may naga bulig sa imo, may mga problems ka ba gihapon nga na
encounter habang naga tuon ka sa English nga subject? [If there are things that helps you, are
there also problems that you have encountered while you are learning in your English subject?]
Ano? [What?] Ano ang mga na encounter mo? [What did you encounter?] May ara ba?[ Do it
have?] Halimbawa, ngaa nabudlayan ka mag estorya? [Example, why is it difficult for you to
speak?] Halimbawa nga a kis a mabudlayan ka maghimo sentences? [Example, why sometimes
it is difficult for you to construct sentences?] Nabudlayan ka ba maghimo sentences? [Did you
find it difficult to construct sentences?] Like pahimuon ka simple sentence, pahimuon ka essay,
mabudlayan ka ba maghimo essay? [ If you are going to make a sentence, an essay, is it difficult
for you to make an essay?] So, ano ang rason? [So, what are the reasons?]

Respondent: May rason gihapon nga suguon ka tapos mag answer ka module mo. [There is
also a reason that, there is a command while you answer your module.]

Researcher: Ahh… So, kis a suguon ka. [So, sometimes they command you.]

Respondent: Oo. [Yes.]

Researcher: Ang nanay mo ba or upod ba kamo sang nanay mo? [ Are you living with your
mother?]

Respondent: Opo. [Yes.]

Researcher: May trabaho? [Is she working?]

Respondent: Opo ma’am. [Yes ma’am.]

Researcher: Ano’ng trabaho ng nanay mo? [What is your mother’s job?]

Respondent: Sa balay, housekeeping ma’am. [She is at home, housekeeping ma’am.]

Researcher: Ahh… Sa balay, so, usually didto tanan. [ At home, so, usually you are all there.]
Tapos may area ka didto para mag study, mag answer module? [Then, do you have an area there
where you can study and answer your module?]

Respondent: Wala ma’am. [Nothing ma’am]. Ga trabaho gihapon. [I am also working ma’am.]
Researcher: Ahh… Gatrabaho ka gihapon habang naga answer module. [You are also
working while answering your module.] So, issue ba na para sa imo? [Is it an issue for you?]
Problema ba na para sa imo nga naga answer ka module tapos may trabaho ka pa nga gina
atiman? [Is it a problem for you that while you are answering your module, you have a work to
do?]

Respondent: Yes ma’am. Kay problema ma’am, ga answer ko module tapos may trabaho kag
suguon ka pa. [The problem ma’am, while I am answering my module, I have a work to do].
Tapos damo damo pagid ginasugo sa imo. [Then there are many commands to me.]

Researcher: So amo gid na ang major problem mo? [So, is that your major problem?] Pero
kung wala kaya may magsugo, sa imo, maka concentrate ka? [But if there are no commands,
can you concentrate?] Maka answer ka mayad? [Can you answer well?]

Respondent: Maka answer ma’am. [I can answer ma’am.]

Researcher: Okay. Okay. Thank you. Thank you so much.

Interview Transcript for Student 2

Researcher: So, hi! Good afternoon. [Pause] ah! before we will start.Ah! May I know what is
your language preference? [Pause] English, filipino, visaya, tagalog, ilonggo? [Man’s voice
talking] [pause] Okay, so! What is your preference when I interview you? Ilonggo, Tagalog?
[children’s voices sound]Student 2: tagalog lang ma’am,

Researchertagalog? do you understand tagalog better? okay, first thank you so much for
agreeing to be able to interview. [wind blowing] The purpose of this interview is just to find
out the reality whether or not it is difficult to answer the module in English especially in English
subject.Ah! Let's focus on answering the English subject.Ahh! My first question is, ah! how is
your modular distance study?

Student 2: it's okay ma'am

Researcher: Do you have a problem with modular or do you agree with the module compared
to face to face learning?

Student 2: In the module.

Researcher: Yes! It's okay to study modular? How about studying modular English subjects?
How is your study of English subjects? [Girls screaming] Are you having a hard time or is it
just that?

Student 2: Ma’am, I can do it! But I just transfer the others to Tagalog.[girls screaming]

Researcher: The others are you just transfer it to Tagalog? What is it called? Are you translating
it? Are you translating it to Tagalog? Why are you translating it to Tagalog?

Student 2: Ma’am, I stutter in English.

Researcher: Stuttering? Why is that the reason? [Pause] Why does English stutter? [Girl's
yelling] [Pause] Are there any things that make you stutter or not? Is English really too
masterful?

Student 2: Not yet ma’am.

Researcher: English is not really very mastered yet.

Student 2: My sister.

Researcher: Do you have a sister? Is your sister a college graduate?

Student 2: A teacher ma’am

Researcher: Is your sister a teacher? What does she teach in high school or elementary?

Student 2: in Notredame.

Researcher: At Notre dame. What did she teach in high school?

Student 2: high school ma’am

Researcher: Anong subject?

Student 2: English also ma’am,

Researcher: So, your sister is an English teacher? So, when you answer the module, who helps
you? Your sister?

Student 2:Yes!

Researcher: So, what does your sister do when you answer the module?
Student 2: The other ma’am I can’t answer, I give it to her ma’am

Researcher: Ah, what are you doing? Are you two discussing other things you can't answer?

Student 2:Yes ma’am!

Researcher: Okay! So, how is that? How are you discussing?

Student 2: She reads it carefully ma’am.Then reads it over and over again.She will tell you what
she is reading. ….

Researcher: ah, She kept reading? If it's just you, what's your issue? [Children’s voices] Do you
have problems encounter with English if it's just you? Do you easily understand when you read
English?

Student 2: No ma’am

Researcher: Why? Why not? [Wind noise] What's the reason why you're having a hard time?
[Children's yelling] because you said no, right? [Children's yelling] [Pause] Why? Why not?
[Children's yelling] [Pause] Did you say no? You too understand when you're alone. What do
you think is the reason? Are there any? [Pause] because in Oral Communication we have
discussions on barriers. Right? Sometimes we don't understand because there are noises around,
if not noise, there are problems with ourselves .If it's not a problem with yourself there are
problems at home, if it's not at home, the surroundings will be noisy.So, what's your reason why
you can't easily understand when you're alone [children's voices] [pause] What's the reason ?
[Children’s voices] [Pause] When was your English subject face to face? How are you? [Pause]

Student 2:[pause] It's okay, ma'am.

Researcher: It's okay too, What's okay with participating in class? Reciting? Huh?

Student 2: reciting

Researcher: reciting! Straightforward to answer in English?

Student 2: I also stutter to speak

Researcher: [pause] What's the problem? Are there any problems with English, learning
English? [Noisy voices] What are the issues you've encountered, for example, in your studying
modular? English is what you are studying. What are the ones you encountered?
Student 2: the others when you can't answer.

Researcher: huh?

Researcher: You don't answer the others, Why? There are parts in the modules right? You said
you didn't answer, why? What is the reason why you did not answer?

Student 2: because I don't know

Researcher: Because you don't know. Why? [Pause] what's the reason why you don't know, you
don't understand? Or did you just miss? [Pause] Did you understand? You skipped that because
you didn't understand? Is it? The answered was because you don't know. So, if you don't know
now. There is an instance where the modules are returned to you. How did you answer now?
Has anyone helped yet?

Student 2: there is

Researcher: Who helped?

Student 2: My sister

Researcher: So, your sister helped you, she guided you. When your sister helped, did you
understand? [Children’s yelling]

Student 2: Yes ma’am!

Researcher: Your sister helped you. So, with the help from other people, can you understand
your English modules? But if it's just you, are you really the only one?

Student 2: not so ma’am

Researcher: not really?You can't understand that it's just you. So, how do you cope now with
modular distance? What are you doing to make modular distance learning so that you don't fail
[pause] in English? What are you doing now so that you don't fall, you said you can't do it
alone. So, how? What are you doing to cope with the modular because there are no teachers
who directly guide?

Student 2: getting help or assistance

Researcher: are you asking for help? to whom?

Student 2: To my sister.

Researcher: Aside from your sister, is there anyone else helping?

Student 2: My brother ma’am

Researcher: You have someone who really helps you without neglecting you. In your house?
Are there any issues in the house or is it okay around the house? Do your parents help too?

Student 2: There are also jobs

Researcher: Do your parents have jobs? Do your parents check how you answered the modules
or not? Do they say hello to you? [Pause]

Student 2: uhmmm!..

Researcher: there are times, but if you ask your parents for help with your modules, what about?
Do they help too?

Student 2: Yes ma’am!

Researcher: But usually your sister and brother really?

Student 2: Yes ma’am

Researcher: All right! That's all. Thank you very much

Interview Transcript for Student 3

Researcher: Hello, Good afternoon.

Okay, Una, [First,] Thank you so much sa pantanggap sang challenge nga ma interview. [for
accepting the challenge to be interviewed.] Alam ko na minsan nakakaba na inteviewhin. [I
know sometimes, it’s felt nervous to be interviewed.] Kamusta ka? [How are you?]
kinakabahan? [Nervous?]

Student 3: Medyo. [Somewhat.]

Researcher: Medyo, [Somewhat,] kinakabahan. [nervous.] okay, so…

Ang purpose naman ng interview na to ay para malaman yong totoong nangyayari sa mga
estudyante sa pagsagot ng modyul specially sa English na subject. [The purpose of this
interview is to know what is really happening to students answering modules specially in
English subject.]

Student 3: Opo. [Yes.]

Researcher: Una, [First,] ano ang gusto mong language sa pag interview natin?

[what language you want as we interview?] English, Filipino, Tagalog, Bisaya?

Student 3: Filipino ma’am, para madali maintindihan. [or easy to understand.]

Researcher: Tagalog

Student 3: Opo. [Yes.]

Researcher: Naintindihan mo ako? Did you understand me?

Student 3: Opo. [Yes.]

Researcher: Pasensiya na rin sa tagalog ko hahh… [I apologies to my Tagalog too…]

So… ang purpose nito, is this is actually… yon na sinabi ko kanina na para malaman ang
totoong nangyayari kung talaga bang nahihirapan ba o hindi ang estudyante sa pagsagot ng
modules. [So… the purpose of this, is actually… for that I said earlier to find out what is really
going on if its really hard or not the students answering the modules.]

So, kailangan ko ditto ang totoong sagot, walang halong kaplastikan. [So, I need true answer,
no whimsy.]

So, sabi ko nga I will record. Ehh record ko, pina ask ko ang permission mo kanina para ditto.
[So, I said that, I will record. I will record, I asked for your permission earlier for this.]

Una, is… kamusta yong pagsagot mo sa modular distance learning. [First, is… How do you
respond to modular distance learning?] kamusta ang pagsagot? [How do you answer?] Ang
adjustment mo sa modules? [Your adjustment to modules?]

Student 3: It’s okay ma’am, sometimes it’s difficult.

Researcher: Minsan nahihirapan. [Sometimes it’s difficult.] Bakit nasabi mo na minsan

nahihirapan sa

module? [Why do you say that sometimes you have difficulty with modules?]
Student 3: Kasi minsan yong iba hindi naintindihan, minsan ang iba naintindihan din. [Because

sometimes I can’t understand, sometimes others I understand too.]

Researcher: May mga times na naiintindihan mo, may mga times na hindi. [There are times you

understand, there are times that you don’t know.] How about sa English? [How about in English
subject?]

Student 3: Ganon pa rin ma’am. [Still ma’am.]

Researcher: Grade 10 ka, modular ka ba? [When you are in Grade 10, are you in modular?]

Student 3: Opo. [Yes]

Researcher: Grade 11 modular din? [Grade 11 modular also?] Ngayon? [Now?]

Student 3: Opo. [Yes].

Researcher: So, sa mga pagsagot mo sa mga modules sa English nga Subject. [So, as you answer
the

modules in English subject.] Ano ang mga na encounter mo? [There are those you
encountered?]

Student 3: Mayron ma’am. [Have ma’am.]

Researcher: Ano ang mga na encounter mo? [What are you encountered?] Ano ang mga na
encounter

mo? [What are you encountered?

Student 3: Minsan may mga hindi ko maintindihan, minsan nagpapatulong ako sa ate ko or kay
kuya.

[Sometimes there are those I don’t understand; Sometimes I asked a help to my sister or my
older brother.]

Researcher: Ahhh… so, may mga times na hindi mo talaga maintindihan ang mga modules.
[Ahhh… so,

there are times when you don’t really understand the modules.] Ano ang mga ginagawa mo sa
hindi mo naintindihan? [What do you do to those you don’t understand?]
Student 3: Nagpapatulong ako sa ate ko ma’am. [I asked a help to my sister ma’am.]

Researcher: Ano yong ate mo? [What your sister?] College graduate?

Student 3: Opo. [Yes.] College.

Researcher: Saan siya? [Where she is?] nagtatatrabaho na? [Already working?]

Student 3: Hindi pa ma’am. [Not yet ma’am.]

Researcher: Anong natapos niya? [What she ended up with?]

Student 3: Nag-aaral pa ma’am sa Tacurong. [Still studying ma’am in Tacurong.]

Researcher: Ahhh… nag-aaral sa Tacurong. [Ahhh… studying in Tacurong.] Sa Tacurong pa

ang ate mo,

paano ka nagpapatulong? [Your sister is still in Tacurong, how can she help you?]

Student 3: Nag-oonline class siya ma’am, nandyan siya sa bahay. [She attended online class
ma’am. She

was there in our home.]

Researcher: Ahhh… nag-oonline din siya, So, andyan siya nag-oonline class. [Ahhh… she
attended

online class. So, there she was attended online class.]

Student 3: Opo. [Yes.]

Researcher: Anong kurso ang kinukuha ng ate mo? [What course does your sister take?]

Student 3: Nursing ma’am

Researcher: Nursing. So, kung ikaw lang, pag independent lang, ikaw lang mag-isa na
nagbabasa ng

iyong module sa English, kamusta ka? [So, if only you, just independent. When you are the
only

one reading your module in English. How are you?]

Student 3: Minsan stress. [Sometimes stress.]

Researcher: Bakit mo nasabi na stress ka minsan? [Why did you say you stress sometimes?]

Student 3: kasi hindi naintindihan yong iba ma’am. [Because I don’t understand others ma’am.]

Researcher: Ano yong sinabi mo? [What did you say?] ano ang ibig sabihin na hindi
naintindihan? [What

does it mean to be misunderstood?] may mga parts talaga. [There are parts really?]

Student 3: Opo ma’am. [Yes ma’am]

Researcher: Bakit? Like halimbawa? Saan na part. [Why? like for example? Where’s that part?]

Student 3: Basta, basta English ma’am minsan nahihirapan ako. [Just in English ma’am
sometimes I find

it difficult.]

Researcher: nahihirapan ka talaga sa English mo. [You find it difficult to English.] So, sa mga
discussion

minsan pagnagbabasa ka, na gegets mo agad? [So, in discussions sometimes you read, you

understand right away?]

Student 3: Hindi ma’am, parang slow. [No ma’am, like slow.]

Researcher: Hindi mo talaga na gegets parang slow. [You don’t really get like a slow.]

So, ano kaya sa tingin mo ang rason? bakit ka nahihirapan? [So, what do you think the reasons?
Why are you struggling?]

Student 3: Siguro kwan, kinakabahan or kulang talaga. [Maybe, nervous or lacking.]

Researcher: So… kinakbahan ka sa pagsagot ng module? [So… are you nervous in answering
modules?]

Student 3: Minsan ma’am kapag di masyado maintindihan , naiistress. [Sometimes ma’am when
not very

clear to understand, stress.]

Researcher: So… anong ginagawa mo sa hindi mo naintindihan? [So… what are you doing that
you do

not understand?] kapag naiistress kana? [When that stresses?]

Student 3:Nilalaktawan ko ma’am, doon naman ako sa kabila. [I skipped it, I was there on the
other side.]

Researcher: Ano doon sa kabila? [Is there something over there?]

Student 3: Sa ibang aansweran ma’am, mag transfer sa iba. [In another answer ma’am, transfer
into

another.]

Researcher: So, magtransfer naman sa iba. [Then you transfer to another page?]

Student 3: Opo, balikan naman. [Yes, I will go back.]

Researcher: So, apag di ka na stress, binabalikan mo na? [So, if you are not stress, you just go
back?]

Student 3: Pero di makaya, di ko na sinasagutan. [If I don’t reach, I didn’t answer.]

Researcher: Kapag hindi kaya, wala talaga [If you can’t do it, there is no other way you can
find to

answer it?] Ano yong mga problems or isssues or ano yong mga rasons? Bakit nahihirapan di
mo siya naiintindihan. Minsan ba may mga dahilan na panlabas? Halimbawa kamusta sa bahay
ninyo? [What are the problems or issues or what are the reasons? Why you are having some
difficulties? Is there other reasons outside? For example, how are you at home?]

Student 3: Okay lang ma’am pero di masyado, di man maingay pero yon lang di talaga
maintindihan. [It’s

okay but not too much, its not very noisy at home but I just not really understand.]

Researcher: Tinulugan ka ba ng mga magulang mo sa pagsagot ng module? [Are your parents

help you to

answer the modules?]

Student 3: Busy kasi sila ma’am. [They are busy ma’am.]

Researcher: Ano? [What?]

Student 3: Busy sila ma’am. [They are busy ma’am.]

Researcher: Bakit sinasabi mon a busy sila? Anong ginagawa nila? [Why did you say they were
busy?

What are they doing?]

Student 3: Trabaho ma’am. [Work ma’am]

Researcher: Anong tinatrabaho nila? [What they work?]

Student 3: Nagtitinda ma’am. [They are selling ma’am.]

Researcher: Ahhh… so, nagtitinda sila, tumutulong pa rin ba sila sayo? [Ahhh… so, they are
selling, are

they helping you?]

Student 3: Minsan lang ma’am kapag sa time na nandon sila sa bahay. [Sometimes ma’am if
they are

extra time in the house.]

Researcher: Uhhhmmm…

Student 3: Pero kadalasan yong ate ko talaga. [But, usually its my sister.]

Researcher: Ahhh… okay yong ate mo talaga? [Ahhh… so its your sister?]

Student 3: Opo. [Yes.]

Researcher: Pero yong ate mo fulltime ba na tumutulong sayo? [But your sister helps you
fulltime?]

Student 3: Minsan hindi, minsan ganon. [Sometimes like that but sometimes not really.]

Researcher: Okay… Okay…So, Ano ang ginagawa mo sa sarili mo lang? Ikaw paano ka
matutu? [So,

what are you doing to yourself? It’s just yourself? How do you learn?]
Student 3: Yon pinipilit ko lang ang sarili ko ma’am, pero kapag kung hindi ko talaga makaya…
[I’m just

forcing myself ma’am but when that doesn’t really work…]

Researcher: Ano ginagawa mo? Paano mo pinipilit ang sarili mo? [What are you doing? How
you force

yourself?]

Student 3: Pinipilit ko lang na answeran yan din kwan o isipin or paano answeran minsan
binabasa ko ng

paulit-ulit para maintindihan lang. [I just force myself to answer that ma’am, and think some
ways on how to answer that. I just read and read it so that I can understand.]

Researcher: Paano yong ora na ginugugul mo? Binibigay mo na oras sa ano mo. Paano? Paano?
[How is

the time you spent? Do you give all your time to answer? How? How?]

Student 3: Ano ma’am? [What ma’am?]

Researcher: Yong oras. [The time]

Student 3: Yong oras? [The time?]

Researcher: Paano mo nilalaan yong oras mo? Fulltime ba? Whole day ba kapag magsagot ka
ng module?

Whole day? [How do you spent your time? Its fulltime? Are you answering your module whole

day? Its whole day?]

Student 3: Hindi ma’am, minsan lang ma’am, minsan, minsan kapag, kapag wala akong
ginagawa minsan

maansweran ko pero kapag may gagawin akong importante minsan. [I spent my time whole day
sometimes but not really. Sometimes I’ll answer it whole day when I don’t have any work.]

Researcher: Ano yong gingawa mong importante? [What is the important matter you did?]
Student 3: Naga kwan ma’am, minsan naga deliver kasi ako ng hollow blocks, may hollow
block kami

ma’am. [Sometimes I deliver hollow blocks, we have hollow block ma’am.]

Researcher: So, nagtatrabaho ka rin? [So, you are working too?]

Student 3: Opo. [Yes.]

Researcher: Okay, Kailan mo sinasagutan yong modules mo? Sa umaga, sa hapon, sa gabi?
[Okay. when

you answer your modules? Morning, afternoon or at night?]

Student 3: Meron din sa hapon, tanghali at gabi pero paminsan-minsan lang sa tanghali, gabi
talaga

kadalasan. [I answer my modules in the morning, at noon and at night, but I do not really

answering my module at noontime it is really usually at night.]

Researcher: Gabi madalas? [It’s usually often at night?]

Student 3: Opo. [Yes.]

Researcher: So, pagsumagot ka sa gabi kamusta yong katawan mo? Yong isip mo? [So, if you
answering

your module at night, how your body? Your mind?]

Student 3: Minsan napupuyat tapos naiistress na minsan makatulog kana. [Sometimes I will
still awake

late at night then stress and I feel sleepy.]

Researcher: Bakit, bakit ganon? [Why? Why is that?]

Student 3: Kasi nagtatrabaho kulang sa oras. [Because I am working and lack of time.]

Researcher: Kasi nagtatrabaho sa umaga. [Because you work in the morning.]

Student 3: Opo, opo, kapag may time na may bumuli ng hollow block tapos deliver pagkabukas.
[Yes,
yes, when someone ask to buy hollow block, then I deliver early in the morning.]

Researcher: Ahhh… okay… okay…

Student 3: Tapos, pagod. Gabi ko na maansweran. [Then I feel tired at night, it will be
answered.]

Researcher: So, gabi ka sumasagot ng modules. [So, at night you answer your modules?]

Student 3: Opo. [Yes.]

Researcher: So, sa pagsagot ng modules pagdating sa English. [So, when it comes to English
subject, how

you answer your modules?]

Student 3: Yon minsan nahihirapan. [Sometimes it is very difficult.]

Researcher: Nahihirapan kana kasi, kung ibang subject, sa Filipino, okay lang kapag Tagalog?
Yong

binabasa mo? [So, you have difficulty, in another subject like Filipino, it is okay if tagalog?
You read it?]

Student 3: Okay lang ma’am. [It’s okay ma’am.]

Researcher: Pero kapag English ang binabasa mo? [If you read English?]

Student 3: Meron kasi sa English na time na hindi mo maintindihan ma’am. [There are times, I
can’t

understand some questions in English subject ma’am.]

Researcher: May mga times may mga words ba? [There are times that you don’t understand
some

words?]

Student 3: Opo. [Yes.]

Researcher: Or, may mga sentence mismo? [Or, the sentences themselves?]

Student 3: Mga sentence ma’am. [The sentences themselves ma’am.]

Researcher: So, kapag hindi mo maintindihan, anong ginagawa mo? Sa sarili mo, ikaw lang?
Ano? Paano

mo masulusyunan yan? [So, when you don’t understand? What are you doing? To yourself? Or
you’re just looking for a way? How do you answer that?]

Student 3: Yon ma’am paulit-ulit kung binabasa tapos tanong lang sa magulang namin. [That’s
it ma’am,

I just read it over and over again then I ask our parents.]

Researcher: Ahhh… okay, Sa over all sa pagsagot mo ng module sa pagpili mo ng modular?

Kamusta?

Overall sa modular talaga? Ano? Paano mo siya eh assist? [ahhh… okay, In general, in
answering your module when you choose modular? How are you? Or it is really modular?
What? How you assist?]

Student 3: Okay lng ma’am, kasi yong modularlearning kasi ma’am kahit hindi, hindi mo siya
araw-araw

sinasagutan, may time na pwede mo siya, kwan. Hindi mo siya masagutan, punta ka naman sa.

Kapag may trabaho ka magtrabaho ang gusto mo ma’am. [It’s okay ma’am. The modular

learning, even though you don’t need it to answer every day, you have time to answer it when
you

are nothing to do or you are free. If you have work, you can work if you want.]

Researcher: Ano ang mini mean mo is kahit anong oras mo siya, kalian mo bakante masagutan
mo siya.

[What do you mean that anytime you answer it, you can answer? And if you have free time,
you can answer it?]

Student 3. Opo. [Yes.]

Researcher: So, its flexible para sayo? [So, its flexible to you?]

Student 3: Opo. [Yes.]

Researcher: So, okay lang sayo ang sayo? [So, Is modular okay to you?]

Student 3: Okay lang ma’am pero mas maganda na rin ang face to face calsses. [It’s okay ma’am
but it is

better if we have face to face classes.}

Researcher: Bakit maganda ang face to face? [Why face to face classes is better?]

Student 3: Mas maganda ang face to face ma’am kasi maintindihan mo talaga ma’am. Kasi sa
time na

hindi mo maintindidan, may guro na naga explain kasi… [Face to face classes is better ma’am
because you really understand the lesson and when there is something you don’t understand,
there are teachers that will explain.]

Researcher: Paano ka ngayon? Paano mo ginu cope up? Paano? Paano? Paano mo dinadalsa
mo yong

modular distance despite sa stress? Paano? Paano mo siya kinakaya kaya lang? Anong ginagawa
mo? [How are you now? How do you cope up? How? How? How do you handle yourself in
modular distance despite of stress? How can you cope with it? What are you doing?]

Student 3: Yan lang ma’am… sagot, sagutan lng talaga. [That’s all ma’am. Just answering it,
just really

answer it.]

Researcher: Sagutan lang talaga… o pinipilit mol ang sarili mong sumagot? [Just really answer?
Or are

you just forcing yourself to answer it?]

Student 3: Ang kabuti lang sa modular ma’am, yon pwede mo siya bigyan ng oras. Depende
sayo kapag

sagutan mo. [The only good one in modular ma’am, you can answer it any time. It depends on
you if you answer it or not.]

Researcher: Ano naman ang hindi nakakabuti sa modular? [What is not good about modular?]
Student 3: Yon minsan hindi maintindihan. [Sometimes you can’t understand.]

Researcher: Hindi talaga maintindihan? [Are you sure that you don’t really understand?]

Student 3: Mas maganda pa ri talaga ang face to face kasi explain, explaination lang kasi talaga
ang

mahirap. [Its really better when face to face classes, because the teacher explains the lesson
well and you can ask them questions right away.]

Researcher: Makakaexplain talaga ang teacher, pag hindi maintindihan matanong mo agad.
[The teacher

will explain it well, if you don’t understand you can ask to them right away.]

Student 3: Opo, kasi imbes sarili mo yong gina… [Yes,because instead yourself…]

Researcher: Sa modular sarili mo lang ang kinakausap mo tapos kung hindi moa lam ang tanong
siyempre

di mo alam ang sagot. [In modular, its your own effort and you don’t have anyone else to ask.,
when you don’t understand, the you don’t really know the answer.]

Student 3: Ganon na lang. [That’s true ma’am.]

Researcher: Okay, Thank you so much.

Student 3: Welcome ma’am.

Reseacher: Thank you.

Interview Transcript for Student 4

Researcher: So Good Afternoon. So this afternoon before we will start our interview, thank you
for giving us a favor para mainterview. Uhm..first thing is ano ang gusto niyong gamitin natin
English-Bisaya-Ilonggo-Tagalog? [So Good Afternoon. So this afternoon before we will start
our interview, thank you for giving us a favor to interview. Uhm..first thing is what preferred
language would you like to use English-Bisaya-Ilonggo-Tagalog?]

Student 4: Filipino lang mam. [Filipino maam]

Researcher: So Tagalog, so Filipino. So we will use Filipino sa pag-iinterview. [ So Tagalog,
so Filipino. So we will use Filipino in this interview]

Student 4: Yes maam.

Researcher: The purpose of this interview..ang rason kung bakit tayo nag-iinterview is para sa
aming research. To know kung ano yung mga facilitators yung mga tumutulong sa atin sa pag
learn sang English, especially itong modular and then yung mga problems, mga problema or
issues na naeencounter natin sa pagsagot ng module sa English sa modular distance learning.
Okay [The purpose of this interview..the reason why we are interviewing is for our research.
To know what are the facilitators who help us to learn English, especially it is modular and then
the problems, problems or issues that we encounter in answering the module in English in
modular distance learning. Okay]

Student 4: Yes maam.

Researcher: So kamusta? Kamusta yung pag-aaral na nasa modular distance? [So how are you?
How is your studies in modular distance?]

Student 4: Medjo mahirap siya maam kasi first of all mag-isa ka lang, tapos walang mag-
eexplain sayo kung anong ibig sabihin nun. Katulad ko medyo nahihirapan ako mag intindi ng
English kasi especially na..na..na..nasanay talaga ako sa Tagalog, sa Filipino para mas mahasa
yung talino ko sa Filipno. Sa English hindi ako masyadong nakakaintindi . So (murmur words)
walang mag-eexplain sayo. Walang magsasabi kung ano talaga yung kahulugan nito, lalo na
yung mga deep na English na mga kung paano gamitin sa sentence yung mga as, if mga ganun
ganun maam. Tapos isa pa maam yung kwan mahirap din talaga magawa ng sentence kasi ang
iba may mga sentence na maganda siya pakinggan pero mali pala siya, meron din na pangit siya
pakinggan pero yun pala yung tama na gamitin sa sentence.[ It's a bit difficult maam because
first of all you're alone, then no one will explain to you what that means. Like me, I have a bit
of a hard time understanding English because especially..that..that..I'm really used to Tagalog,
Filipino so that I can master my Filipino skills better. In English I don't understand very well.
So (murmur words) no one is explaining to you. No one will say what it really means, especially
the deep English ones about how to use in the sentence the as and if, just like that maam. Then
another maam, it's really hard to make a sentence because others have sentences that are good
to listen to but it's wrong, there are also unpleasing to listen to but that's the right thing to use
in a sentence.]

Researcher: Naka-encounter ka nun? [Did you encounter that?]

Student 4: Opo maam. [Yes maam]

Researcher: Anong matandaan mo? Saan yan siya? [What can you remember? In what part]

Student 4: Sa..siguro mga Grade 9 ako maam. [In..Maybe when I was in Grae 9 maam]

Researcher: Nung Grade 9 ka, ano yung sentence na pangit pakinggan or magandang pakinggan
pero mali saka yong tama? [When you are in Grade 9, what sentence is that not pleasing or
pleasing when you hear it but it is not right and the right one?]

Student 4: Medyo (laugh) hindi ko na siya maremember. [Quite..(laugh) I can’t remember]

Researcher: Sa anong topic mo yun siya matandaan? [In what topic did you remember it?]

Student 4:Sa..phrases. [In..phrases]

Researcher: Phrases?

Student 4:Yes maam.

Researcher: Okay. So sa ngayon sa modular distance learning may tumutulong ba sa pag-aaral

mo ng English? (somebody shouts from the background) [Okay. So, now that we are in modular
distance learning are there somebody helping you in your studies in English? (somebody shouts
from the background)]

Student 4: Wala maam kasi karamihan talaga kung meron man akong hingan ng tulong sa
subject lang yun na Filipino, Math, yung medyo kwan..lang siya okay lang din sa kanila. Sa
English talaga, wala talaga kasi lahat sila maam halos lahat sila may trabaho. Minsan ako lang
mag-isa sa bahay, Ganun. (children playing in the background) [No maam because mostly if
there are someone whom I can ask for help it’s for the subject of Filipino, Math, those that
are..are just right for them. In English, nobody helps me because all of them are working maam.
Sometimes I am alone at home. Just like that.]

Researcher: Yung mga magulang mo nagtratrabaho din? [Are your parents also working?]

Student 4:Opo maam. Both. [Yes maam. Both]

Researcher: So ikaw lang naiiwan sa bahay? [So, are you alone at home?]

Student 4: Yes, kasama ko yung kapatid ko na minsan ako din naga-answer sa kanya na module
niya kay medyo nahihirapan din. [Yes, I'm with my sibling who sometimes, I also answer his
module because it's a bit difficult for him.]

Researcher: So pag nahihirapan ka sa modules mo, anong ginagawa mo? [So when you find
difficult in answering your module, what are you doing?]

Student 4: Nagahanap na lang ako ng way para maging masaya sa sarili ko, minsan
naga..nagalaro din ako sa labas kahit na at the age na youth na pero yun para mawala din yung
stress. Magkakausap sa mga kaibigan ganun..naga nood ng serye ganun. [I'm just looking for a
way to be happy with myself, sometimes I..I also play outside even at the youth age but that's
also to relieve stress. Talking to friends like that..watching a series like that]

Researcher: Pagbalik mo masasagutan mo na yung modules? [When you return, you can answer
your modules?]

Student 4: Pag na-inspire ka, pag medyo masaya ka na, meron ka nang kwan..meron ka nang
mahanap na way para masagot. [If you are inspired, you are somewhat happy then you have the
way to answer]

Researcher: Pag may na-eencounter ka na mahirap na lines or sentences dun sa module, anong
ginagawa mo? [What if you encountered lines or sentences that are hard to understand in the
module, what are you doing?]

Student 4: Minsan naga tanong ako sa adviser, minsan naman kapag kaya naman talaga siya
intindihin, pinipilit ko na lang na sagutan. [Sometimes I ask the adviser, sometimes when I can
really understand it, I just try to answer.]

Researcher: Uhmm..Okay (soft) . So anong trabaho ng nanay at tatay mo? [Uhmm..Okay (soft).
So what do your mother and father do?]

Student 4: Uhm..mama ko maam cashier siya doon sa kila Norbe po tapos ang father ko naman
guard..guwardiya po siya sa munisipyo. [Uhm..my mother is a cashier in Norbe, then my father
is a guard..he is a guard at the municipal hall.]
Researcher: Pag nasa bahay na ninyo, nagtatanong ka sa kanila kung paano sagutan yung
modules mo sa English? [When you are at home, are you asking them how to answer your
modules in English?]

Student 4: Uhmm..minsan lang maam kasi yung..ang mother ko kasi elementary graduate lang
and then my father naman Grade 10 lang din po maam. [Uhmm. sometimes maam because
my..my mother is only elementary graduate and then my father is only Grade 10 maam.]

Researcher: So pag nagtatanong ka sa kanila about sa English? {So, if you are asking them
about English?]

Student 4: Medyo wala din akong makuha na (about to laugh) sagot maam.. [I also didn't get
an (about to laugh) answer maam]

Researcher: Wala ring makuhang sagot kasi nga elementary tsaka..[ You can’t get an answer
because she’s elementary ..]

Student 4: High school

Researcher: Elementary graduate lang lahat, [Both of them are elementary graduate]

Student 4: Opo..hindi high school po yung father ko. [Yes..no, my father is a high school]

Researcher: Ahh…High school yung tatay mo. [Ahh..Your father is high school]

Researcher: So wala kang ate at kuya? [So, you don’t have sister or brother?]

Student 4: Wala po, ako panganay po. [Nothing, I am the eldest]

Researcher: So ikaw rin ang panaganay. [So you are the eldest]

Student 4: Ako din lahat maam. [I also do everthing maam]

Researcher: Sa bahay ninyo may nakatakdang oras ba para sa pagsagot ng modyul? [At your
home is there a schedule time to answer our modules?]

Student 4: Yes maam, which is gabi lang po kasi kung umaga maraming ding trabaho. Kais
may mga hayop rin kami na gina-alagaan. [Yes maam, which is every night only because in the
morning we have lots to do, we have our animals to take care.]
Researcher: Ah okay..So kung walang mga teachers sa pag..ano pag guguide sa modules anong
nagyayari sa inyo doon?(voice of a child shouting in the background) [Ah okay..so, if the
teachers are not…there to guide in your modules, what will happen?]

Student 4: Syempre medyo nahihirapan maam. Minsan kasi may mga teacher din na matagal
magreply and then pasahan na, syempre maiiwan kana kapag nagreply sila, tapos napasa mo na
yung modules mo, syempre mag-woworied ka kasi yun pala yung tama, bago lang nila nasagot
yung tanong mo pero napasa mo na yung module mo. So, madidiscourage ka na kasi alam mo
na mali yung sagot mo dun sa unang pinasa mo. [Of course it's a bit difficult maam. Sometimes
there are also teachers who take a long time to reply and then when it's already time to pass, of
course you will be left when they reply, then you already pass your modules, of course you will
be worried because of that thing, they just answered your question but you passed your module
already. So, you will be discouraged because you know that your answer was wrong in the first
submission.]

Researcher: Uhmm..How about sa English, kamusta yung over-all na pag-intindi mo sa English

mula nung face-to-face hanggang ngayong naging modules? [Uhmm..How about in English,
how was your over-all in English from face-to-face until now that it becomes modules?]

Student 4: Magkaiba talaga sa face-to-face maam kasi kapag face-to-face siya maiinyindihan
mo talaga kahit medyo hirap ka at least may way ka para intindihin yun kasi face-to-face siya
pwede mo siyang taningin, pwedeng iexplain sayo harap-harapan. Pero kapag nasa modular ka
syempre thru ca..thru chat, call, text, message lang, syempre medyo malilito ka pa rin kasi hindi
mo talaga matanong lahat ng gusto mong tanungin, hindi nya rin maexplain lahat ng gusto
nyan..gusto mong tanungin sa kanya kasi..syempre kasi minsan sa chat maam hindi dn kayo
magkaintindihan kahit minsan sa call nga kasi syempre mahina yung signal. [It's really different
from face-to-face maam because when it's face-to-face you can really understand even if you're
a little struggling and at least you have a way to understand that because in face-to-face you can
ask him, he can explain to you face to face. But when you're in modular of course thru ca..thru
chat, call, text, message only, and you'll still be a bit confused because you can't really ask
everything you want to ask him. Of course, sometimes in the chat, ma'am, you can't understand
each other even in the call, because of course the signal is weak.]

Researcher: So all in all?

Student 4: Mahirap talaga. [It’s really difficult]

Researcher: Kamusta ka as a student..estudyante na sumasagot ng modules sa English? [How

are you as a student..student who are answering modules in English?]

Student 4: Mahirap talaga maam. [It’s really difficult maam]

Researcher: Nahihirapan ka talaga..[ You are really having a hard time ..]

Student 4: Opo. [Yes]

Researcher: Gumagamit ka ba ng internet sa pagsagot? [Are you using internet in answering?]

Student 4: Sa amin maam wala kasing masyadong internet kasi nasa looban po kami. [In our
place maam there is poor internet connection because we are in far areas.]

Researcher: Ahh…so malayo. Wala talagang signal sa inyo. [Ahh…so far. There is really no
signal in your area]

Student 4: Opo. [Yes]

Researcher: So talagang sariling sikap. [So it’s really own effort.]

Student 4: Sarili maam. [Own effort maam]

Researcher: How about mga libro? May mga libro kang gi… (voice of a child singing/talking
in the background) [How about books? Are you using book..]

Student 4: Wala rin po. [Nothing]

Researcher: Wala. So kung ano lang talag sa modules, yun talaga ginagawa mo? [No. So if
what's really in the modules, that's what you're really doing?]

Student 4: Opo. [Yes]

Researcher: Okay. Okay.Thank you so much…(voice of a child shouting in the background)

THE END-------(6 MINUTES AND 2 SECONDS IN TOTAL)

Interview Transcript for Student 5

Researcher: Okay! So, good afternoon.

Student 5: Good afternoon too ma’am!

Researcher: First, thank you so much for giving me this opportunity to interview you. Uh…
The purpose of this interview is to know what the facilitators are and barriers that help with the
problems you have in answering the modules in English. So, before we start our interview. I
want to know what your preferred language is. Do you like Filipino, English, Visayas,
Hiligaynon?¬

Student 5: Just Filipino ma’am.[ Girl’s laughing]

Researcher: Is it just Filipino?

Student 5: Yes, ma’am! . [Girl’s laughing]

Researcher: Why not just English?

Student 5: I’m just a little pressured ma’am. . [Girl’s laughing] because you seem to be having
a hard time ma’am

Researcher: Are you pressured when English? Why?

Student 5: because you seem to be having a hard time ma’am.

Researcher: Okay! So, how about answering modules?

Student 5: Right now ma'am is a bit difficult ma'am. As a student ma'am very challenging. We
chose modular because modular ma'am seems… [Pause] you don't really understand very well
there ma'am. There’s still a bit of a question that you can’t get as a… [Pause] what ma’am?
[Loud voices of children]

Researcher: So, really challenging! Just modular. How about in English how do you answer in
English?

Student 5: In English, ma'am, it's really a bit difficult, ma'am. Because ... [pause] you seem to
be really confused about what you can put there.

Researcher: What? What do you mean you're confused?

Student 5: Sometimes in the sentences ma’am! It seems like the sentence doesn’t really match
there ma’am. So, you really need to ask the teachers or let say to the aunts who have…
Researcher: So, who? Does anyone help when you are confused with your English modules?

Student 5:Yes, ma’am!

Researcher: Who helps you?

Student 5: my cousin ma’am.

Researcher: Who is your cousin? College or working?

Student 5: Working ma’am.

Researcher: What is his job?

Student 5: Teacher ma’am.

Researcher: Teacher where?

Student 5: In Elementary. [Door closing sound]

Researcher: In Elementary?

Student 5: Yes, ma’am that’s all I ask and then she explains to me. So, I understand a little
better ma’am.So, that’s it. [Child’s voice]

Researcher: So, when you ask your Aunt? Does she answer?

Student 5: Yes ma’am, she also answered ma’am. I can come up with an idea ma’am.

Researcher: Aside from your Aunt is there anyone else helping you?

Student 5: Just my cousin,then…yes ma’am…

Researcher: How about your parents ?

Student 5: No ma’am! I’m embarrassed to ask ma’am. [Girl’s laughing] then they don’t seem
to be able to answer either, that’s all ma’am.

Researcher: Why can't your parents answer?

Student 5: because ma’am what is it?… They are also shy to share their idea. That sounds good,
ma'am.

Researcher: Are there any college graduates among them?

Student 5: My dad ma’am was able to go to college… what… he hadn’t finished college yet.
My mama finished high school level only.

Researcher: But do they have time for you?

Student 5: Yes, ma’am!

Researcher: So, but only your Aunt really helps?

Student 5: Yes,ma’am!

Researcher: Aside from your Aunte, do you still have sisters and brothers?

Student 5: Ah! Yes ma’am, but he is not around here. Only one is here.

Researcher: So, aside from your aunt, what do you do for yourself to learn or understand the
English module?

Student 5 :I really read my module ma’am and instructions. Then, sometimes I can really cope.

Researcher: So, if someone helps you, what other problem did you encounter when you
answered the modules?

Student 5: what's up ma'am, that seems like a difficult word in English. [Screaming kid] so, it
seems…

Researcher: What other problems have you encountered?

Student 5: The deep English, ma’am, I don’t really know what that means yet, that’s also what
made me have a hard time, ma’am.

Researcher: So, what are you doing?

Student 5: Sometimes ma’am I look in the [pause] dictionary ma’am. I look at the meaning of
that word ma’am. So, that’s how I’ll know and I’m okay ma’am.

Researcher: How about internet? Is there any?

Student 5: Yes ma’am! I also use the internet ma’am, through search, then sometimes on
youtube. I watch and listen to the topic. Then there is also an explanation. There, I also look at
the answer ma’am.
Researcher: So, you also use youtube and the internet?for…

Student 5: for what it really is …[pause]

Researcher: be guided?

Student 5: Yes,ma’am!

Researcher: How about how do you cope with those difficulties you encounter. How do you
comfort yourself to keep up with the modular?

Student 5: I just say ma’am that I can do it, then when… [pause] I’ll really give it time. So, I’ll
really learn.

Researcher: What do you mean you give time?

Student 5: For example, today this subject is my priority. Then I will understand that until I get
it and learn it ma’am.

Researcher: How do you understand?

Student 5: I really read the instruction ma’am, I will read until I get it… , this is how to do it.

Researcher: Is there also an essay on answering in English? How is that?

Student 5: It’s okay ma’am, it’s okay with essays because I can really get it.

Researcher: What if you speak English?

Student 5: I can speak a little… [pause] ma’am, but I can really stutter ma’am.

Researcher: Why? Why are you stuttering?

Student 5: because you don't know if it is! What’s next? What's English like this? [Kid’s
screaming]

Researcher: So, you are still struggling. How do you improve yourself?

Student 5: I will improve ma'am, sometimes we talk to my aunt. Sometimes she speaks English.
So, I will also answer her in English, ma’am. ? [Kid’s screaming]

Researcher: So, overall how about being a student in modular distance learning?

Student 5: It’s a bit difficult ma’am but I can do it ma’am, it’s very challenging ma’am.
Researcher: really challenging. Okay, thank you so much!
CURRICULUM VITAE

Name: Smilee Joy A. Sonza

Address: Poblacion, Kalamansig, Sultan Kudarat
Contact Number: 09156405706
Email Address: smileejoysonza@sksu.edu.ph

Personal Information

Birthday: August 21, 1993 Gender: Female

Place of Birth: Iloilo City Civil Status: Single
Religion: Roman Catholic Nationality: Filipino

Educational Background

Name of School Year Honors

Graduated Received
Graduate Studies SKSU- ACCESS Campus
Tertiary Education SKSU- ACCESS Campus 2014 Cum Laude
Secondary Education Tacurong National High School 2010 Valedictorian
Primary Education Magugpo Pilot Imelda Elementary 2005 With Honors
School-SpEd Center

Work Experiences

(Please start from your recent work)

Department/Office/Agency Position Inclusive Years
Kalamansig National High Teacher 1 2015-Present
School
SKSU-ACCESS Campus COS Faculty 2014-2015
CURRICULUM VITAE

Name: Nicanor Q. Peñafiel, Jr.

Address: Brgy. Daluga, Bagumbayan, Sul. Kud
Contact Number: 09168960377
Email Address: nicanorpenafiel@sksu.edu.ph

Personal Information

Birthday: December 26, 1995 Gender: Male

Place of Birth: Isulan, Sultan Kudarat Civil Status: Single
Religion: Roman Catholic Nationality: Filipino
Educational Background

Name of School Year Honors

Graduated Received
Graduate Studies: SKSU-ACCESS Campus
Tertiary Education Southern Mindanao Institute of 2016
Technology
Secondary Education Ned National High School
Primary Education Daluga Elementary School

Work Experiences

Department/Office/Agency Position Inclusive Years

Department of Education Teacher I 2018-Present
Qualfon Cebu Incorporated Tech-Support Assistant 2016-2018
CURRICULUM VITAE

Name: Bless Amor H. Javier

Add photo
Address: Nuling, Lebak, Sultan Kudarat
Contact Number: 09461800263
Email Address: blessamorjavier@sksu.edu.ph

Personal Information

Birthday: July 29, 1996 Gender: Female

Place of Birth: Nuling, Lebak, S.K. Civil Status: Married
Religion: Christianity Nationality: Filipino
Educational Background

Name of School Year Honors

Graduated Received
Graduate Studies SKSU-ACCESS Campus
Tertiary Education Sultan Kudarat State University- 2017
Kalamansig Campus
Secondary Education Lebak Legislated National High School 2013
Primary Education Nuling Elementar School 2009

Work Experiences

Department/Office/Agency Position Inclusive Years

DepEd-Lebak Legislated Teacher I 2018-present
National High School
CURRICULUM VITAE

Name: Cesna S. Magtulis

Add photo
Address: Nuling, Lebak, Sultan Kudarat
Contact Number: 09750724368
Email Address: cesnamagtulis@sksu.edu.ph

Personal Information

Birthday: January 21, 1993 Gender: Female

Place of Birth: Nuling, Lebak, Sultan Kudarat Civil Status: Single
Religion: Roman Catholic Nationality: Filipino
Educational Background

Name of School Year Honors

Graduated Received

Graduate Studies SKSU-ACCESS Campus

Tertiary Education Sultan Kudarat State University – 2016

Kalamansig Campus

Secondary Education Lebak National High School-Villamonte 2011

Primary Education B. Difunturom Memorial Elementary 2006

School
Work Experiences

Department/Office/Agency Position Inclusive Years

DepEd- Lebak Teacher I 2018-Present
Legislated National High School
CURRICULUM VITAE

Name: Raquel D. Dolojo

Add photo
Address: Barangay New Isabela,Yellow Village Tacurong City
Contact Number:0906-5316272
Email Address: raqueldolojo@sksu.edu.ph

Personal Information

Birthday: September 17, 1982 Gender: Female

Place of Birth: Tambunan, Talayan, Maguindanao Civil Status: Married
Religion: Latter Day Saints Nationality: Filipino
Educational Background

Name of School Year Honors

Graduated Received
Graduate Studies SKSU-ACCESS Campus Up to the
present
Tertiary Education Sultan Kudarat State University 2002-2003
Secondary Education San Emmanuel National High School 1998-1999 With honors
Primary Education San Emmanuel Elem. School 1994-1995 4th Honor

Work Experiences

Department/Office/Agency Position Inclusive Years

VMC-ACFI Teacher 2020 up to the
present
TOSHI-MANILA Medical Receptionist 2011-2014
CURRICULUM VITAE

Name: Cristy K. Barcelona

Address: Prk. Ilang-Ilang, Brgy. New Isabela, Tacurong City
Contact Number: 09515449961
Email Address: cristybarcelona@sksu.edu.ph

Personal Information

Birthday: November 21, 1982 Gender: Female

Place of Birth: Brgy. Baras, Tacurong City Civil Status: Married
Religion: Roman Catholic Nationality: Filipino
Educational Background

Name of School Year Honors

Graduated Received
Graduate Studies SKSU-ACCESS Campus
Tertiary Education Southern Mindanao Institute of 2007
Technology
Secondary Education Ari-Industrial foundation College of 2000
Davao City
Primary Education Baras Elementary School 1996

Work Experiences

Department/Office/Agency Position Inclusive Years

DepEd Teacher 1 2016-Present

Southern Mindanao Institute High Scholar-Teacher 2007-2016

of Technology
CURRICULUM VITAE

Name: Wyndle Mae E. Padojinog

Add photo
Address: Norala, South Cotabato
Contact Number: 09661988604
Email Address: wyndlemaepadojinog@sksu.edu.ph

Personal Information

Birthday: October 24, 1992 Gender: Female

Place of Birth: Teresa, Rizal Civil Status: Single
Religion: Roman Catholic Nationality: Filipino
Educational Background

Name of School Year Honors

Graduated Received
Graduate Studies SKSU-ACCESS Campus
Tertiary Education San Francisco Javier College 2013 Academic
Achiever
Secondary Education Norala National High School 2009 Scholastic
Awardee
Primary Education Tomas V. Balayon 2005 Valedictorian
Elem. School

Work Experiences

Department/Office/Agency Position Inclusive Years

Sergio L. Legayada National Teacher I 2014-present
High School