Abstract

Due to the Covid-19 pandemic, schools, particularly in the rural areas

employed Modular Learning to ensure educational continuity. This study

seeks to investigate the quality of modular education in the perspective of

BSED General Science Students. Qualitative Phenomenological Method was

used in this study. The study involved fourteen (14) BSED General Science

students selected through the purposive sampling technique. The seven (7)

BSED-General Science students underwent an in-depth interview. The other

seven (7) participants underwent focus group discussion. The study revealed

that after implementation of Modular Learning denotes a significant difference

in their academic performance. Modular Learning strengthens , time

management, independent learning, lighten their burdens, and is cost-

effective. However, there is limited teacher-learner interaction, poor quality of

modules, lack of motivation, distractions from the surroundings, poor internet

connection, and copied answers. In conclusion, the study was able to

determine the prevailing challenges of the participants in terms of motivation,

preparedness, and communication. The result of this study may serve as a

springboard for the future improvements of the schools' existing programs and

guidelines on the implementation of modular distance learning. Teachers will

reflect on their current teaching strategies and improve learning outcomes.

Future researchers who will conduct research related to “Modular Education”

may also consider the findings of this study in drafting their related concepts.

Keywords: Quality of Modular Learning, Education during COVID-19,

Academic Performance in New Normal