UNIVERSITY OF SOUTHERN MINDANAO

TEACHERS STRATEGIES IN A SELF-

LEARNING MODULE MODALITY:
ADDRESSING LEARNING GAPS

PAUL VINCENT B. BAÑADOS

II-PhDEd Biology
 Review of Literature
Teachers Pedagogy in Teaching Distance Learning
• It is a challenge for the educators to deliver quality education
and promote learning despite of disasters and distance (Fresno
Pacific University, 2019).
• Professional development has been documented as a way to
improve teacher effectiveness and learner outcomes (Abdal-
Haqq, 1996; Borko, 2004; Desimone et al., 2002; Guskey, 2002).

• Educational researcher John Hattie in his book “Visible Learning

for Teachers,” puts microteaching in his top five effects on
student learning and achievement. Microteaching is a reflective
process during which a lesson is viewed, by peers or by
recording, to review a teacher’s performance in the classroom.
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 Review of Literature
Instructional Resources
• According to Amadioha (2009), Instructional materials must make learning
more real and meaningful to the learner and it should not be substitute for
learning but must contribute to the learning process itself.
• Oakes & Saunders (2004) found that textbooks, curriculum materials, and
technology are educationally important and that the consequences of not
having them are particularly harsh in a high-stakes, standards-based
education system.
• The study of Olayinka (2016) concluded that students who were taught with
instructional materials performed better than those taught without.
• The basic learning materials in Open High School Program (OHSP) are self-
instructional modules that were initially developed for a related program
called Effective and Affordable Secondary Education (EASE). Teachers rely
heavily on the learning materials as primary sources of student learning
(SEAMEO INNOTECH, 2015).
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 Review of Literature
Students’ Academic Performance
• Adunola (2011) indicated that in order to bring desirable
changes in students, teaching methods used by educators
should be best for the subject matter.

• Students’ academic gain and learning performance is affected

by numerous factor including gender, age, teaching faculty,
students schooling, father/guardian social economic status,
residential area of students, medium of instructions in schools,
tuition trend, daily study hour and accommodation as hostelries
or day scholar (Ali et.al, 2013).

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 Introduction
• Effective teachers place learners’ needs at the center
of their efforts and find ways to bridge gaps between
learning objectives and students’ prior knowledge and
interests (Black & Alden, 2019).
• Pandemic-related learning gaps may take more than a
single academic year to close, but with some flexibility,
the right tools, and a little grace, it can be done. When
teachers are coping with a multitude of disruptions,
including attendance and daily routines for safety,
learning gaps will occur (Ali, S. 2013).

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 Review of Literature
Students’ Academic Performance
• The study of SEAMEO Innotech (2017) showed that the Open High
School Program students and regular students performed at the
same level in 35 percent of the comparisons of academic
performance in five subject areas across 4-year levels. In about 4
percent of these, the OHSP students performed better while in 61
percent of the comparisons, regular students performed higher

• The learners stated that they noticed that their grades are higher
now compare when they were still in the regular class. They
mentioned that their grades improved because the delivery of
lessons was simplified by the teachers. In addition, they have
more time to study their lessons because of their flexible
schedule (Rivera, Mission, and Serida, 2018).
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 Introduction
• In the Philippines, it was reported that for school year
2020-2021 around three (3) million learners opted not
to enroll or continue their education at the basic
education level. Due to pandemic the forced gaps in
education widen (Malipot, M.H. 2020).

• As expressed by Varkey Foundation (2020), “An

effective education policy in the ‘new normal’
therefore requires the development of new
adjustment strategies for all key stakeholders.

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 Introduction
• In this study, the researcher is interested in discovering and
understanding the emergence of teachers’ strategies and its
demand for addressing the learning gaps in using the self-
learning module.

• Findings of the study may be beneficial to the teachers in

having an effective intervention to learners who are facing
difficulties and challenges in accomplishing the self-learning
module.

• It will also help educators to determine the contributing

factors why students failed to answer all activities or why
students just submitted the self-learning module even without
answers.
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 Research Questions

1. What strategies do teachers make towards

self-learning module modality?
2. What are the learning gaps in self-learning
module modality?
3. How do teachers address students learning
gaps in a distance learning situation through
SLM modality?

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 Theoretical Lens
• Sociocultural Theory of Lev Vygotsky
• Vygotsky’s principles of cognitive development are related to
More Knowledgeable Other (MKO) and Zone of Proximal
Development (ZPD).

• MKO refers to anyone who has a better understanding or a

higher ability level than the learner, with respect to a
particular task, process, or concept. The MKO is normally the
teacher, or an older adult, but the MKO could also be a peer, a
younger person, or even information from the internet.

• ZPD is the distance between a learner’s ability to perform a

task under adult guidance and/or with peer collaboration and
their ability to solve the problem independently.
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 Theoretical Lens
• Sociocultural Theory of Lev Vygotsky

• Teacher motivation also is expressed in a range of teacher

behaviors that are perceived to be conducive to student
learning, such as enthusiasm in content area taught, interest
about students' personal and developmental needs, and
participation in content-related activities outside of class
time and displaying value and emotion for students (Long
and Hoy, 2006).

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 Methodology
Research Design

• A descriptive phenomenological design will be

use as to encourage the decrease of individual
experiences with a wonder to a depiction of
general substance (Creswell, 2007).

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 Methodology
Research Participants
•The participants of this study will be fourteen (14)
junior high school teachers of Magpet National High
School. The participants are teachers who adapted the
self-learning module modality in their class. Seven (7)
participants will also be chosen for in-depth interview
(IDI) and the other seven (7) participants for focus
group discussion (FGD).

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 Methodology
Data Collection Procedures
1. The participants will be verbally and virtually asking permission to
be interviewed individually. The researcher will discuss the nature of
the in-depth interview with the teachers. They will be brief on the
purpose of the study.

2. During the face to face interview, proper health protocol will be

strictly implemented as mandated by the IATF.

3. For the conduct of the focus group discussion (FGD), the researcher
will inform the seven (7) participants for the clear purpose of the
discussion in which they will be sharing their strategies on the
delivery of SLM and how this strategies addresses learning gaps.

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 Methodology
Data Collection Procedures
4. Someone will act as assistant that can take note and
handle the recorder, so that researcher can focus on
facilitating the discussion

5. The designed questions will be asked to them and

encourage them to open up and talk about their how
they ensure effective and efficient delivery of SLM
modality and their strategies in addressing learning
gaps in distance learning situation through SLM.

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 Methodology
Data Analysis
1. The researcher respectfully presented the responses and
accurately interpret the data.
2. The collected data will be transcribed manually. Data coding
will be used to categorize concepts, patterns, and properties
3. The responses of the participants compressed through
descriptive and pattern coding in which it seeks to find and
summarize the patterns or the central theme of the data.
4. Thematic analysis is a tool use in analyzing the gathered
information from the in-depth interview.

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 Appendix
In-Depth Interview Guide for Analysis of Teachers Strategies in a Self-Learning Module Modality:
Addressing Learning Gaps
Directions:

•This is a 30-45 minute face-face interview. The researcher will take down notes and use an audio
recorder as a transcript of the discussion.
•The discussion will be guided with the following guide questions:

1. What are the preparations or strategies did you organize in a self-learning module modality?
 Can you share some best practices did you make in your school and in your class?
 Do these practices help you to have a meaningful learning?
2. What are the ways did you employ to ensure effective and efficient delivery of self-learning
module modality? Cite some examples.

3. What challenges did you encounter with the self-learning module modality that could be helped
in addressing students’ learning gaps?
 Can you cite some relevant experiences with regards to this problem?
 What interventions did you employ to address the occurrence of learning gaps due distance
learning situation?

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 END OF PRESENTATION

THANK YOU.
ENSURE TEAM’S COMMITMENT ON SUCCEEDING REPORTS.

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