BATANGASSTATEUNIVERSITY

Graduate School

THE LIVED EXPERIENCES OF TEACHERS IN PRINTED MODULAR

DISTANCE LEARNING AMID COVID-19 PANDEMIC

An Action Research
Presented to

DR. VANESSAH V. CASTILLO

Professor
Graduate School
College of Teacher
Education
Batangas State
University

In partial fulfilment
Of the requirement on Trends and Problems in Education

By:
Glendell D. Celemin
Leizel H. Pelatero

2022
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APPROVAL SHEET

This research entitled “THE LIVED EXPERIENCES OF TEACHERS IN

PRINTEDMODULAR DISTANCE LEARNING AMID COVID-19

PANDEMIC” prepared and submitted by GLENDELL D. CELEMIN and

LEIZEL H. PELATERO in partial fulfillment of requirements for the degree

of Doctor of Education Major in Educational Management has been

approved.

Date :

VANESSAH V. CASTILLO, Ph.D.

RESEARCH PROFESSOR

REALIZA R. MAME, Ph.D. DEAN, CTE

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ABSTRACT

This study sought to identify teachers' experiences with the modular

distance learning modality amid a pandemic, as well as how teachers dealt

with these challenges. This is a qualitative study that used a

phenomenological research design to identify the challenges that teachers

face when using the modular distance learning modality. The study was

conducted among teachers of Marawoy Elementary School. Fourteen (14)

professional public teachers were approached to request their voluntary

involvement as key participants, two per grade level. The experiences of

teachers were identified based on how they plan, prepare and distribute

modules, monitor students’ learning, check, evaluate outputs, and provide

feedback on students’ performance.

Keywords: teachers, modular distance learning, education, pandemic,

experiences

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ACKNOWLEDGEMENT

The authors would like to extend their deepest and sincerest

gratitude to the following persons who became their inspiration in the

completion of the study:

To Dr. Vanessah V. Castillo, our Trends and Problems in

Education professor, for always honing and guiding her students in

conducting action research.

To the Respondents, for allowing the researchers to give their

free time in answering the interviews and questions.

To Trinidad O. Levida, the principal of Marawoy Elementary

School for allowing the researchers to conduct the study.

To Family, for the unwavering support, love and understanding

upon the completion of the study.

To The authors, for the articles, references, studies, and

reference purposes while conducting the study.

Lastly, to the Lord God Almighty who is the source of

enlightenment in all phases of this endeavour.

THE RESEARCHERS

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DEDICATION

The researchers would like to dedicate this action research to

her family and friend for serving as their constant inspiration

upon the completion of the study.

Most of all, to our Lord and

Savior Jesus Christ Who

always enlighten us.

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TABLE OF CONTENTS
ABSTRACT……………………………………………………………………….i
ACKNOWLEDGEMENT………………………………………………………...ii
DEDICATION…………………………………………………………………….iii
LIST OF TABLES………………………………………………………………..v
I. Context and Rationale……………………………………………..1
II. Literature Review…………………………………………………...5
III. Action Research Questions……………………………………..16
IV. Innovation, Intervention, Strategies…………………………16
Importance of the Study…………………………………………..17
Scope and Limitation of the Study……………………………….18
Definition of Terms…………………………………………………19
V. Action Research Methods
A. Participants and Other Source of Data and Information……20
B. Data Gathering Method………………………………………20
C. Data Collection Procedure……………………………………21
VI. Results and Discussion…………………………………………21
VII. Conclusions and Recommendations………………………….33
Conclusions…………………………………………………………33
Recommendations………………………………………………….34
References……………………………………………………………………..35
APPENDICES…………………………………………………………………38
CURRICULUM VITAE………………………………………………………...40

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LIST OF TABLES

TABLE 1 Challenges of Teachers in the preparation of modules………….22

TABLE 2 Challenges of Teachers in the distribution of modules…………23
TABLE 3 Challenges of Teachers in monitoring students’ learning………25
TABLE 4 Challenges of Teachers in retrieving the modules………………26
TABLE 5 Challenges of Teachers in checking and evaluating students’
answers in modules……………………………………………………………28

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Title: THE LIVED EXPERIENCES OF TEACHERS IN PRINTED

MODULAR DISTANCE LEARNING AMID COVID-19 PANDEMIC
Proponent: GLENDELL D. CELEMIN, LEIZEL H. PELATERO
District: LIPA CITY NORTH DISTRICT
School: MARAWOY ELEMENTARY SCHOOL____________________

I. Context and Rationale

The world gives a big impact and enormous change due to the onset of

the Covid-19 pandemic. No one is exactly prepared when the said

phenomenon struck the world. For more than two years now, the said

pandemic continuously affects the lives of every Filipinos and even the

people around the world, regardless of the socio-economic background,

educational and political status in the society. No one will exactly predict

and tells what will happen in the future when the pandemic continuously

spreads and infect the lives of the of the people around the world.

The Philippines is one of the affected countries by the virus. In the

recent data, it shows that the Philippines ranks 18 th among the most

infected countries with the virus. Despite of following health protocols and

implementing lockdowns implemented by the government, still the virus

continuously spread, and the number of people infected with virus

continuously rising. The Filipino people tend to live in the “new normal” for

a long period of time. In this new normal, many were affected with the

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situation including the transportation, businesses, public sectors and most

especially the field of education.

The said field of sectors plays an integral part in improving the quality of

lives of every Filipinos. Among the given sector, one of the most affected

areas is the field of education.

Despite the challenges that the Covid-19 brought, still the Department of

education continuously find ways in giving and delivering quality education

suited for all learners.

One of the actions of the Department of Education in response to

the continuity of learning and avoid academic freeze, while considering the

health and safety of the learners, teachers, and other member of the

organization, the Department of Education established the DepEd Order

No. 12 series of 2020 to institute new learning modality in connection with

education in the new normal. This modalities in all levels exemplified in the

Learning Continuity Plan (LCP) for the school year 2020-2021.

The varied form of delivering learning aims to give learners an equal

opportunity to study regardless of who and where they are. Among these

implemented learning delivery modalities were Printed Modular Distance

Learning, Digital Modular Distance Learning, Online Distance Learning,

Home Schooling and Blended Learning. Such learning delivery modalities

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may adopt by the region, school or division depending on the socio-

economic status, geographical locations, and the quality of the learners.

Those learning modalities primarily aims to gratifies the needs of the

learners in every aspect of their lives.

Meanwhile, most of the schools adopted Printed Modular Distance

Learning as a mode of education to learners in this new normal. This can

be seen on the conducted Learner Enrollment and Survey Form (LESF) on

the school opening which found out that this modality is said to be the

highly convenient for most of the learners. With the said modality, the

learners were given hard copies of learning modules and kits for them to

answer weekly with the help of their guardians or learners at home.

Teachers assures that there is an open communication and

immediate feedback among parents thru varied platforms like video call,

chat thru messenger and phone call to monitor and address problems and

dilemmas in answering the modules. The same thing, to guide the parents

in facilitating their children while learning at home.

Based on the study conducted by Ambayon (2020), modular

instruction is more operative in the teaching-learning method as equated to

usual teaching approaches because in this modular approach the students

learn in their own stride. It is unrestricted self-learning panache in which

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instantaneous reinforcement, a comment is provided to practice exercise,

which stimulates the students and builds curiosity in them. Hence, this kind

of learning modality increases the student-centered approach in learning.

Furthermore, he also reiterated the advantages of using modular

distance learning for it helps the learners to develop independent learning.

It also helps to develop the ability of being a critical thinker to think on their

own.

On the other hand, we cannot deny the fact that this mode of

learning has disadvantages in this new normal. One of this is that the

health of the frontline teachers is sacrificing for physically distribute and

retrieve modules from the parents and guardians to assure that the learner

will continue education even when they are at home. likewise, it also opens

opportunities for teachers to learn new skills in varied online platforms like

google classroom and zoom in delivering instruction among the learners.

Meanwhile, modular distance learning open lots of opportunities, strengths

and weakness depends on the lived experiences of the learners.

According to the study of Dangle and Sumaong (2020) showed that

the main challenges that emerged were lack of school funding, in the

production and delivery of modules, students struggle with self-studying,

and parents’ lack of knowledge to academically guide their child/children.

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Meanwhile, it evidently proves that there are problems and dillemmas

correlated with the use of printed modular distance learning.

The study aims to analyze and have deeper understanding on the

challenges, weaknesses, and threats in implementing printed modular

distance learning based on the lived experiences of the learners.

Furthermore, the study will also show how the teachers cope up with the

challenges in using the printed modular distance learning. Thus, the result

of the study will help the teachers to craft an innovative intervention for the

benefit of the learners.

II. Literature Review

Related Literature

The onset of COVID 19 pandemic have totally changed the

landscape of every field in the society, be it in terms of government system,

societal norms, and every aspect of daily living. Suddenly, everything has

been put to a halt, everybody was forced to confine themselves within the

walls of their homes. Everybody is forced to adopt the “new normal”, which

is in conclusion living life almost entirely in distance and even isolation from

among others. With all these mentioned, education is one field that that

had received much serious blows. Since learning as regards to our

students/learners is heavily dependent on physical and personal

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encounters between and among the educators (teachers) and the

students, prohibition of face-to-face classes had impacted the issue of

providing quality learning, and even the complete halt of educational

provisions to the learners. If there is any consolation, the Department of

Education (DepEd) have long been undertaking distance education in the

form of home schooling, Alternative Leaning system, Online/ Virtual

education to minimum number of Colleges and Universities. But this time,

the concept of Distance education has been relaunched in an entirely

different concept and perspective. At the onset of academic year 2020-

2021, DepED have reiterated several and complex measures to ensure the

continuity of education in the country.

To fully comply to the provisions of DepEd Order no. 21 s. 2019,

known as the Policy guidelines for K to 12 basic education program, which

expect every concern entities that upon its implementation is to make basic

education system in the Philippines at par with international standards by

ensuring that it is appropriate, responsive and relevant to the learners. By

responsive and relevant mean that education must continue despite any

situations and that it must be able to respond diligently and resourcefully to

the urgent needs of the learners, and this crisis of pandemic is everything

but an exclusion. Therefore, DepEd immediately formulated and launched

Department Order no.12 s.2020, which mandates the Adoption of the

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Basic Education Learning Continuity Plan (BE-LCP) operating within the

concept and department’s battlecry “Sulong Edukalidad” which aims to

uplift the morale and strengthens the aspirations of educators to triumph

over the challenges of the current educational crisis.

In a statement, Education secretary Leonor Briones (Phil Newa

Agency) said the Basic Education - Learning Continuity Plan (BE-LCP) is

the Department of Education's major response and commitment in

protecting the health, safety, and well-being of learners, teachers, and

personnel. Briones added that education must continue under the health

protocols set by the Department of Health and the World Health

Organization. In concept, the BE-LCP mandates schools and related

institution to operate using the different learning delivery modalities within

the distance learning framework. Distance Learning refers to a learning

delivery modality where a learner is given materials or access to resources,

and he/she undertakes self-directed study at home or in another venue.

Learners engage in independent learning at home or in any physical

learning space applicable, by using learning materials that are accessible

either online, stored on CD/DVD/USB Flash drive, or in printed form, or by

viewing TV lessons or listening to radio-based instruction while being

geographically distant from the teacher.

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The four types of Distance Learning are Modular Distance Learning

(MDL), Online Distance Learning (ODL), TV –based Instruction/Radio –

based Instruction (TRBI), and Blended Learning (BL) (DepEd Guidance on

Distance Learning). School must choose one or two from these modalities

and eventually come up with the non-negotiable requirements for such.

Majority of the schools, particularly in the public elementary and secondary

preferred the Modular Distance Learning, anticipating the challenges and

lack of technological know-how and resources faced by most public

schools.

Experts generally agree that modular approach has many

advantages for students in terms of flexibility, choice, access, and mobility

(Beltran 2021). For the flexibility, the students are given enough time to

study and answer all the activities in the module. While working in the

comfort of their homes, they can research from different websites in case

the topic is new to them. For the choices, there are different activities which

will make students learn and at the same time have fun and for the access

and mobility. But then there is also the issue regarding provision of

learning materials particularly on the production of ample self-learning

modules (SLMs) that would accommodate the drastic shift in prioritizing the

most essential learning objectives in the curriculum so as not to

overwhelmed learners and teachers alike in transitioning to the “new

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normal” of teaching and instruction. Also, teachers face difficulties under

the current normal education system. (Canonizado 2021). These problems

include teaching the learners where it is difficult for teachers to reach out to

all the learners at home, it is quite a big challenge for the teachers to

assess and validate the application of theoretical lessons since

Performance tasks are typically the application of the learning of the

learners to the subject. Another one, and perhaps a serious one is the

task of implementing various DepEd program which are usually carried out

via physical and personal encounters. Despite the arising technological

innovations and advances nowadays, teachers are still in need of much

training to fully capacitate them in terms of utilizing this technology, and

gadgets to compliment instructional delivery. Amidst the anticipations and

uncertainty, educators are advised of different steps and measures to cope

up with the tough challenges of “new normal” in education, UNICEF (2020),

suggests that schools utilize a combination of learning modalities, and that

all stakeholders, particularly teachers and school leaders should be

engaged in Simultaneous training and synchronized efforts in acquiring

facilities and equipment that would suffice remote teaching. Further, the

department should also establish a common portal to access guidance and

learning resources.
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Surely, within the almost two years of implementing distance

learning modalities particularly the Modular Distance Learning, the above-

mentioned anticipated challenges and issues were already experienced by

every individual concern, by learners, by the parents and particularly by the

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teachers. But one good thing is that DepEd, with the full support of the

government and other agencies and sectors can provide for every need

there is to help teachers cope with the rising challenges of distance

education.

Related Studies

The adversities posed by the current educational crisis amid the

pandemic have brought education authorities to conduct studies and

researches to have a proper empirical perspective in taking up this

seemingly new path of providing quality services to learners.

Panaguiton (2020) stressed the issues that have been bothering

teachers in the utilization of Printed Modular Learning. In her study, she

found out that the failure and reluctance of parents to cooperate was so far

one of the biggest problems that bothers them. According to the teachers,

the tasks of reproducing the self-learning modules and even the need to

craft reserve lesson exemplars and learning materials are light in

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comparison to the parents’ distancing themselves to the affairs of their

children as regards to their studying at home. Nevertheless, one thing that

consoles them is the intensive measures that DepEd is taking in

educating and training teachers to capacitate them in the use of recent

technologies that will enable them to utilize the different digital and social

media platforms to compliment teaching. Not to mention, the provision of

different gadgets and materials to provide for the need of reproducing and

printing of learner’s materials. Teachers were also glad that digital grids

were also there to provide for additional digital learning materials such as

the DepEd Common, DepEd E-tulay, among others. Although the prior

mentioned measures and resources are more helpful in utilizing Online

Distance Learning, still , the use of digital platforms , without question are a

big help in enhancing learning under the Modular Distance Learning

(MDL).

Results of study of that of Manalo and De Villa (2020) as they tried

to find out how Secondary teacher prepare and cope with the challenges

of distance education identified three core themes related to preparation

such as gathering resources and establishing practices, profiling learners,

and capacity building for continuous learning and development; three core

themes related to challenges such as complexity of assessment, difficulty

in instructional delivery and digital divide; and five core themes related to
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coping mechanisms which include positive well-being, time management,

openness to change, peer mentoring, and collaboration. The findings of

their study suggests that no one is spared when it comes to countering the

challenges of this new system of education. All teachers, Secondary and

elementary are on the same ground. One notable idea is that in terms of

coping mechanism, teachers are one in contention that openness to accept

change is one good factor for smooth transitioning.

On the part of Castroverde and Alcala (2021) as they conducted a

similar study on the challenges and coping mechanism of secondary

teachers, but this time in a different locality, The challenges of teachers

were identified based on how they plan, prepare and distribute modules,

monitor students’ learning, check, evaluate outputs, and provide feedback

on students’ performance.

SYNTHESIS

Distance Learning refers to a learning delivery modality where a

learner is given materials or access to resources, and he/she undertakes

self-directed study at home or in another venue. As per Department Order

no.12 s.2020, which mandates the Adoption of the Basic Education

Learning Continuity Plan (BE-LCP), which includes the provisions to guide

schools to choose among the four types of Distance Learning, these are:
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Modular Distance Learning (MDL), Online Distance Learning (ODL), TV –

based Instruction/Radio –based Instruction (TRBI), and Blended Learning

(BL) (DepEd Guidance on Distance Learning).

The study of Beltran revealed that experts generally agree that

modular approach has many advantages for students in terms of flexibility, 12

choice, access, and mobility, although UNICEF suggests that schools and

educators utilize a combination of learning modalities, which at present is

aligned in exploring the opportunities of blended learning. This suggestion

goes to include that every school should established digital and web

portals for the access of learning materials and guidance to learners and

stakeholders.

In exploring the challenges and issues of Modular Distance

Learning as learning delivery modality, Both Canonizado and Panaguiton

expressed the same findings that concern on the provision , production

and reproduction of learning materials ( self-learning modules, lesson

exemplars ) and the confronting issue of curriculum analysis as to allow for

the highlighting of most essential learning competencies so that they may

be given much attention in terms of formulating and crafting of learning

materials. Panaguiton also stressed the issue of reluctance among

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parents to cooperate during the period of their children transitioning to

doing their study at home.

As per findings, this issue has been a difficult challenge for the

teachers to handle.

The studies of Manalo and De Villa, Castroverde and Alcala

tackeled the coping mechanism of teachers as regards with the challenges 13

of distance education. The prior study supposed core themes related form

the preparation of modules instructional delivery and evaluation and

assessment of learning.

The researchers contented that in order to be better prepare for

distance learning, school must device and plan ways in terms of gathering

resources, establishing practices and procedures for each concern to

observe and follow, profiling learners and capacity building for continuous

learning and development.

In terms of complexity of assessment and difficulty of instructional

delivery, the researchers contented that the personal well-being of

teachers and positivity are the things that must be given proper motivation.

The latter study dealt on identifying how teachers were able to cope with

the challenges of distribution and retrievals of modules, assessment and

evaluation of learning outputs and outcome, reporting learning proficiency

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and to allow for simultaneous feedback and addressing of queries and

concern. On this concerns the researchers reflected on the planning for a

systematic procedure of reproduction and distribution of learning materials

and also by utilizing every available resources and entity to assist

regarding this matter.

On the part of Castroverde and Alcala (2021) as they conducted a

similar study on the challenges and coping mechanism of secondary

teachers, but this time in a different locality, The challenges of teachers

were identified based on how they plan, prepare and distribute modules,

monitor students’ learning, check, evaluate outputs, and provide feedback

on students’ performance.

The review of related literature and studies have provided the

researcher a rich insight of the subject under study. These insights will be

the profound basis so that she may be able to conceptualize a suitable

framework to define the parameters

of the subject under study.

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III. ACTION RESEARCH QUESTIONS

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The study seeks to identify the lived experiences of teachers in

modular distance learning amid pandemic: the following will be the focus of

the study:

1. To determine the challenges, weaknesses, and threats in using

printed modular distance learning from the lived experiences of

the teachers;

2. To assess how teachers cope up with the challenges in using

printed modular distance learning;

3. To propose an intervention based on the given challenges,

threats and weaknesses.

IV. Innovation, Intervention and Strategies

In order to explain the innovation, intervention and strategies, the

researchers used a conceptual framework. The said framework shows

the variables of the research on the Lived Experiences of Teachers in

Printed Modular Distance Learning Modality (MDLM) amid Covid19

pandemic. The experiences of teachers will be identified through six (6)

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stages on how teachers are involved in the process. These covers the

preparation of the modules, distribution of modules, monitoring

students’ learning, retrieving, checking the modules, and giving

feedback to students’ outputs/performances. The coping mechanisms

of the teachers will also be identified in the study.

Figure 1. Framework of the study

Importance of the Study

The researchers believed that the outcome of the study will be great

help to the improvement of the educational system especially in this new

normal. More specifically, it will be beneficial to the Administrators,

Teachers, Students and future researcher.

To the Administrator, the result of the study will lead them to

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organize trainings and seminars as well as supports and strategies to our

teachers to cope up with the given challenges faced by the teacher in the

implementation of printed modular distance learning.

To the Teachers, the result of the study will serve as a tool and

avenue for a deeper understanding of the challenges they encountered

upon the implementation of the printed modular distance learning, that will

lead them to modern teaching method and strategies to cope up with

challenges in this new normal of education.

To the Students, they will be the direct beneficial of the study. Upon

analyzing the challenges that the teacher encountered, the administrators

will craft a better strategy to combat the given challenges. Thus, this will

help in the improvement of the performance of the learners.

Finally, the result of the study will be of great help to the future

researchers, for this will serve as their reference in accomplishing their

investigation of the same study but of different settings and variables.

Scope and Limitation of the Study

The study aims to identify the challenges, weaknesses, and threats

in using the printed modular distance learning from the lived experiences of

the teachers. Furthermore, it will elucidate how the teachers will cope up

with the certain challenges in using the printed modular distance learning.
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Furthermore, the result of the study will the teachers to craft an intervention

for the benefit of the leaners.

The researcher chooses the said topic because it is timely and

relevant to the educational system that the country is experiencing in this

new normal. Furthermore, most of the school todays choose this Printed

Modular Distance Learning because this will best fit to the learning

environment of the learners.

Definition of Terms

The following are the definition of terms used in the study.

Teachers. It is use in the study as the one who implemented printed

modular distance learning. Furthermore, they are the one who experiences

challenges and the coping mechanism they have done upon the

implementation.

Lived experiences. This are the challenges, threats and weaknesses of

the teachers upon the implementation of the printed modular distance

learning.

Printed Modular distance learning. The modality used by the teacher in

this new normal of education.

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COVID-19 Pandemic. It is use in the study as the new normal of education

upon the implementation of the printed modular distance Learning.

V. Action Research Method

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A. Participants and Other Source of Data and Information. The

researcher will be utilizing the qualitative phenomenological research

approach. Therefore, it will focus on highlighting the lived experiences of

the respondents in facilitating teaching utilizing the Printed Modular

Distance Learning as learning delivery modality. Specifically, it will try to

reflect on the challenges and issues the teacher respondents have

encountered as well as on how they were able to cope with these

challenges and issues.

B. Data Gathering Method. The researcher will be conducting

interview through Focused Group Discussions (FGD). Inquiries by the

researcher will be organized thematically, specifically on lived experiences

of the teacher respondents, the challenges, and issues they have come

and the ways they were able to surpass the challenges.

Considering that personal and face to face encounters are

prohibited due to existing quarantine protocols in the area where the study
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will be conducted, the researcher is opting for a digital FGD or virtual

interaction. The virtual encounters will be recorded so they may be

subjected to a comprehensive reflection and interpretation as they can be

played, watched repeatedly.

C. Data Collection Procedure. Subject to the approval of the SDO

of Lipa City, the researchers will send request letters to the target teacher-

respondents for them to consent on the conduct of interview through

Virtual conference. The respondents of the study will be the 14 teachers of

Marawoy Elementary School under the School Division Office (SDO) of

Lipa City. These 14 teachers are the ones that utilize Printed Modular

Distance Learning as Learning Delivery Modality during the academic year

2021-2022.

The researchers will maintain a light and informal ambiance during

the interactions so that she may succeed in establishing rapport with the

teacher-respondents. The responses, behaviour and reactions of the

respondents during the FGD will be subjected to reflection and analysis by

the researcher to come up with empirical interpretation.

VI. Results and Discussions

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As COVID-19 continuously struck the world, it also affects the

different sectors of our society most especially in the field of education. Our

educational system which continuously trying to cope up and combat those

challenges. In Philippine Educational system, public elementary schools

headed by the Department of Education, implemented the modular

distance learning modality. Based on the study conducted by the

researchers, the teachers under the Marawoy Elementary School

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encountered various challenges in teaching using the modular distance

learning modality amid COVID-19 pandemic. This includes the process of

how they prepare, distribute and collect modules, monitor students’

learning, check and evaluate their outputs, as well as provide feedback on

students’ performance.

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Preparation of modules. The table below shows the challenges

faced by teachers during the preparation of modules.

Table 1
Challenges of teachers in the preparation of modules

Challenges of teachers Teacher’s experience

Time Consuming “The printer cannot accommodate all the
printing in a short time because it needs to
rest, I also used my time at home…”
Lack of printing materials/scarcity of “It is hard to print all the modules due to
supplies insufficient supplies of materials…”

Insufficient time and assistance in “It is difficult to print all the modules for the
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printing the modules whole

quarter…”
Teachers' obstacles in creating the modules, as shown in the table

above, are connected to the time, materials, and supplies required to

develop and print the modules. Late module production is caused by a

lack of time for students to prepare and print their modules. Furthermore,

teachers' efficiency in the development of modules is affected by a lack

of printing materials and resources. Teachers may occasionally request

contributions of bond papers and inks from others. Teachers also find it
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difficult to reproduce all the modules for the quarter due to a lack of time

and support in printing all the modules. Instead, teachers develop

modules for each unit or chapter to complete them on time.

Distribution of modules. The teachers are responsible for

distributing the modules to the pupils when they have been prepared.

The schools implemented a distribution and retrieval mechanism to

reduce the hazards of the COVID-19 epidemic. The table below

depicts the difficulties teachers face when distributing modules.

Table 2
Challenges of teachers in the distribution of modules

Challenges of teachers Teacher’s experience

Late parents who claim their “There are parents who get their modules
modules late than the
given schedule…”
Transaction system between parent “Some parents do not get the modules
and teacher on time…” “The conflict of scheduled
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with their work and school scheduled

distribution does not match…”
Inactive contact numbers of “The contact number given by the
parents (Access to students) parents is inactive causing hindrances
in information dissemination…”
Difficulty in contacting students’ “It is tough to communicate with the
parents parents.
concerning the modules and the students
…”
According to the table above, teachers' difficulties with module

distribution are related to late module claims and difficulty contacting

both learners and parents. There are some students who claim

modules after the scheduled time have become the reason why some 23

students submit late or no outputs at all. With this, the teachers directly

contact the parents but unfortunately, there are also parents who will

not get the modules on time. Furthermore, the contact numbers

provided by the students are difficult to reach, and they occasionally

provide inactive phone numbers, making communication with them

difficult. This is also true of interactions between parents and teachers.

There are also parents who are unresponsive to the teachers' inquiries, 23

as well as inactive contact information provided by parents, which

compromises the scheduled time for module distribution and retrieval.

Monitoring of students’ learning. The table below shows the

challenges faced by teachers in monitoring the student’s learning.

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Table 3

Challenges of teachers in monitoring students’ learning

24
Challenges of teachers Teacher’s experience
Difficult to monitor due to limited face to “student’s learning is difficult to monitor due
face transaction to limited face to face interaction with the
students…”
Contacting learners is unable “It is hard to contact the students for
monitoring their progress and answering
their queries…”
Difficulty in validating students’ “Some students have tutor who are
performance answering their
modules …”
Students/parents with no contact “It is hard to contact both the students
numbers/internet connection and parents because of inactive contact
number and lack of
gadget…”
“Since we sometimes use social media
platforms such as messenger and email
to monitor the students learning and for
the submission of some activities, some
students cannot submit due to lack of
internet
connectivity and the gadget needed…”
Personal monitoring may cause health-risks “Home visitation for personal mentoring
may impose health-risks …”

The study's findings indicate that a typical problem for teachers in

monitoring students' performance is a lack of effective communication.

Because most monitoring is done through messenger and other social

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media platforms, this is due to students' lack of gadgets as well as

unstable internet connectivity. Teachers, on the other hand, use text

messages, but some parents' numbers are inactive and cannot be

reached. However, validating students' learning is difficult for teachers

because some modules are answered by parents and tutors rather

than students.

Retrieval of modules. The retrieval of students’ answer

sheets/modules is being done through a system organized by the

school/teachers. Below are the challenges that teachers encounter in

the process of collecting the module.

Table 4
Challenges of teachers in retrieving the modules

Challenges of teachers Teachers’ experience

Failure to follow the schedule set for “There are some parents who can’t
the submission. submit their
modules on time…”
Incomplete answers were being “Students submit modules with lacking
submitted answers in a
activity.”
Answer sheets cannot be identified “Students submit modules with no
names.”
Submission of answered modules “Poor attendance of students’ submission
were not done by all the students of
modules…”

According to the table above, teachers' difficulties in collecting

modules are related to students' responsibility in meeting all the

requirements specified in their activities. Failure of students to submit

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modules on time has an impact on the teacher's schedule for checking

modules because it takes time to check all the students' outputs.

However, teachers are having difficulty identifying student modules

because students do not indicate their names during submission.

Teachers' traceability of students' answered modules becomes a

challenge as they segregate the modules. This is sometimes the cause

of modules being assigned to the incorrect adviser or teacher-in-charge.

Aside from modules with no names, students may also submit modules

with incomplete answers. Teachers generally accept these modules, but

they give students instructions on how to complete the missing activities.

However, teachers find it difficult when students fail to submit any

completed modules in each quarter. This does not only pose a

challenge on teachers’ responsibility in monitoring the student’s

performance but also a struggle on teachers seeing a student not

learning anything from school amid the pandemic. As stated by one

teacher, “It’s alarming that some of the students don’t take education

seriously” This is the reason why teachers never stop learning and

equipping themselves with new strategies to motivate their students

that education is important amid the challenges that they experience.

According to the researchers' interview, there are challenges that

teachers face that require attention from both students and parents. As
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a result, teachers must work with their students and parents to ensure

that they submit modules with complete answers, names or labels for

identification, and, if possible, adhere to the output submission

schedule.

Checking and Evaluating Students’ Answers in the Modules.

Teachers are expected to check and evaluate students' answers after

collecting the modules. Checking is regarded as an important

component of teachers' roles in monitoring students' performance.

However, there are a number of issues and challenges that teachers

face when checking and evaluating students' work

Table 5

Challenges of teachers in checking and evaluating students’

answers in the modules

Challenges of teachers Teachers’ experience

No answers/incomplete answers in “Some students submitted their works
module with incomplete
answers while others did not answer any
activity…”
No names answer sheets “Some students forgot to write their
names in the modules that is why it’s
difficult to identify whose
output is being checked…”
Insufficient time in checking due to “School work does not only revolve in
other activities students, the time for checking in school
is limited…”
Scores of students are low “Guidance at home is not evident for
some student so they got scores below
the passing rate…”
Handwriting of a student are “Some students whose penmanship is
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unreadable difficult to read that’s why it is also

hard to check their
answers…”___________________

The table above depicts some of the difficulties that teachers face

when checking and evaluating students' answers in the modules.

Teachers find it difficult to check outputs with no answers because it

means they have nothing to record about the students' performance.

28
Furthermore, the fact that students have no answers indicates that

they are uninterested in the learning process. As a result, evaluating a

student without evidence of learning is difficult for teachers. There are

also students who submit answer sheets without names, which makes

it difficult for a teacher to check without knowing who owns the output,

especially when recording scores. Other duties at school are also

28
expected of the teacher. However, too many loads of paper work,

according to the study's respondents, affect teachers' time and

efficiency in checking students' outputs. The time spent checking is

being allocated to other tasks completed by the teacher. "We even

have to prepare WHLP, nutritional status, feeding and a lot of other

task given to teachers," some teachers added. This is the reason why

teachers’ “family time” is being spent in checking modules.

A teacher discovers a student's current performance during the

checking and evaluation of outputs. According to one of the study's

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respondents:

"Because of this risk, you won't know whether the student is truly

learning or simply passing the modules for grades/completion."

Low student performance challenges teachers to find new ways to

supplement and reinforce each student's performance. When it comes 29

to the answers written by the students, checking also necessitates

careful attention and examination by the teacher. According to the

study's respondents, teachers have difficulty recognizing students'

written answers due to ineligible penmanship. This influences teachers'

interpretation and comprehension of what students have said. Because

the students' penmanship is not legible, teachers may be unable to

check their students' outputs.

Giving feedback to students. As the teacher evaluates students'

performance, providing feedback to students is also necessary to

inform students about the status of their learning through the given

modules. However, the researchers discovered that the current method

of learning and instruction creates a quandary for teachers in terms of

how to address students' performance. According to the respondents

of the study, communication to both teachers and parents is being

done through text and social media platforms such as the messenger.
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There are also students who live in areas with poor internet access.

Because of this, teachers find it difficult to inform students about the

status of their learning and to provide feedback on students' outputs.

According to one of the study's respondents:

“We cannot give feedback to all students because we cannot contact

them, some of the parents have no gadgets and internet connection,

though there could be a health risk, we sometimes chose to have home

visitations.”

These statements demonstrate how communication is important in

teachers' feedback to students. However, due to factors such as

internet connectivity, health risks, and a lack of gadgets, teachers find it

difficult to inform students about their performance.

How teachers cope with the challenges they encounter in

modular distance learning modality - As teachers face various

experiences in the Department of Education's implementation of

Modular Distance Learning Modality, they strive to overcome such

challenges using various approaches. According to the study's

findings, Marawoy Elementary school teachers have a variety of

coping strategies for the various challenges they face.

As seen above, positivity contributes to teachers' peaceful

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outlook in the face of challenges posed by changes in the educational

landscape. Being positive lessens teachers' burdens and demonstrates

to them what to focus on and how to deal with situations calmly without

causing mental stress. According to the study's respondents,

frustrations, anxiety, stress, and depression can be avoided if teachers

cultivate an attitude of optimism and trust that everything will go as

planned.

Time management is one of the steps to ease the tasks that a

teacher is handling daily. Through providing a schedule of activities

and balancing tasks, teachers are able to deal with tasks in ways that

they know which to prioritize. The accomplishment of tasks such as

preparing lessons, the printing of modules, and checking of modules

will be achieved if a teacher knows how to spend his/her time

efficiently.

The impact of COVID-19 does not only concern the teachers but

also the students, parents, and others involved in the teaching and

learning process. Accepting and embracing the challenges of times

keeps an individual positive amidst everything. As stated by one of the

respondents of the study:

“Accepting the reality is the best way to overcome it. Of course,

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doing the necessary tasks and just staying positive.”

The results of the study also showed that incorporating alternative

plans on various situations helps in addressing issues related to the

process of teaching. One of the respondents added, “As a teacher you

have to be ready and flexible, I always have contingent plan or

intervention just to face these challenges”. This includes instances

32
where teachers had to spend money out of their own pockets to

reproduce modules, learning activity sheets, and other related learning

materials. However, if a communication or announcement is not

received due to a lack of phones or other communication devices,

teachers simply contact other students to draw the attention of the

concerned student or sometimes conduct a home visitation.

Coordination with colleagues and other school authorities on what to 32

do when a problem with the modular distance learning approach arises

is also beneficial in dealing with such issues. Discussing issues with an

immediate supervisor so that he or she can bring them up during their

executive meeting fosters collaboration and unity in resolving a variety

of issues.

VII. Conclusions and Recommendations

This part includes the conclusion and recommendation of the

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study based on the lived experiences of teachers in printed modular

distance learning amid COVID-19 pandemic.

Conclusions

Based from the result, the following conclusions were made.

1. Teachers face a variety of experiences when implementing the

modular distance learning modality.

33

2. These difficulties were identified based on how teachers plan

and prepare modules, deliver them, collect and monitor student

performance, check and evaluate students' outputs, and provide

feedback to students.

3. Time management, innovative teaching strategies, adapting to

the changes brought about by the new normal trend in

education, flexibility, alternative plans, optimism and patience,

and equipping oneself with the necessary skills are some of the

ways that teachers cope with the challenges that they face in

the modular distance learning modality.

Recommendations

Based on the data gathered and conclusions, the following are the

recommendations of the researcher:

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1. The researchers recommend that teachers develop alternative

plans for dealing with various issues that may arise during the

teaching process. Managing time wisely also helps in dealing with

various situations.

References

34
A. Books

Ambayon, E. (2020). Modular-based approach and student’s achievement

in literature. International Journal of Education and Literary Studies, 8(3).

Bagood, J. B. (2020). Teaching-learning modality under the new normal.

Philippine Information Agency.
Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing
Among the Five Approaches. Thousand Oaks, CA: SAGE Publications,
Inc. (pp. 77-83)

Dangle, Y. R. P., & Sumaoang J. D. (2020). The implementation of

modular distance learning in the Philippine secondary public schools. 3rd
International Conference on Advanced Research in Teaching and
Education.

DepEd issues policy guidelines for K to 12 basic education program –

Manila Bulletin

Fideliz F. Tejeros, MAed Teacher. Modular printed learning modality

response to Covid 19 threat on education} ( DepEd Guidance on Distance
Learning)

Lapada, A. A., Miguel, F.F., Robledo, D. A. R., & Alam, Z. F. (2020).

Teachers’ covid-19 awareness, distance learning education
experiences and perceptions towards institutional readiness and
challenges.
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International Journal of Learning, Teaching and Educational Research,

19(6).

Malipot, M. H. (2020, August 4). Teachers air problems on modular learning

system. Manila Bulletin.
Martineau, M. D., Charland, P., Arvisais, O., & Vinuesa, V. (2020).
Education and COVID-19: challenges and opportunities. Canadian
Commission for UNESCO.
OECD. (2020). Strengthening online learning when schools are closed:
35
The role of families and teachers in supporting students during the COVID-
19 crisis.

PANAGUITON ANGIE LEE P. Teachers Challenges and Coping

Mechanism in The Implementation of Distance Learning | PDF | Survey
Methodology | Distance Education (scribd.com)

Unicef Rosa., Guidance Continuity of Learning during COVID-19 -

Reaching All Children

B. Electronics and References

https://doi.org/10.7575/aiac.ijels.v.8n.3p.32
https://pia.gov.ph/features/articles/1055584
https://www.dpublication.com/abstract-of-3rd-icate/27-427/
https://doi.org/10.26803/ijlter.19.6.8

https://mb.com.ph/2020/08/04/teachers-air-problems-on-modular-learning-
system/
https://en.ccunesco.ca/idealab/education-and-covid-19-challenges-
and-opportunities
http://www.oecd.org/coronavirus/policy-responses/strengthening-online-
learning-when-schools-are-close d-the-role-of-families-and-teachers-in-
supporting-students-during-the-covid-19-crisis-c4ecba6c/
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https://mb.com.ph/2019/08/26/deped-issues-policy-guidelines-for-k-to-
12-basic-education-program/
Education goes on amid Covid-19 thru DepEd's continuity plan |
Philippine News Agency (pna.gov.ph)
PressReader.com - Digital Newspaper & Magazine Subscriptions
http://www.depedbataan.com/resources/4/
pros_and_cons_of_the_modular_approach_in_the_teaching_learning_p
rocess.pdf)
36
Isagani Costales Canonizado, October 03,2021
https://discover.hubpages.com/education/Challenges-that-Teachers-Are-
Facing-Under-the-New-Normal-System-in-Education.

Guidance Continuity of Learning during COVID-19 - Reaching All

Children_UNICEF ROSA.pdf
https://www.unicef.org/rosa/media/7996/file/Guidance%20Continuity%20of
%20Learning%20during%20COVID19%20-%20Reaching%20All
%20Children_UNICEF%20ROSA.pdf

https://www.scribd.com/presentation/509647253/Teachers-Challenges-
and-Coping-Mechanism-in-the-Implemen tation-of-Distance-Learning-

https://www.researchgate.net/publication/
344599746_Secondary_Teachers'_Preparation_Challenges_and_Coping_
Mechanism_in_the_Pre_-ImSecondary Teachers' Preparation, Challenges,
and Coping Mechanism in the Pre -Implementation of Distance Learning in
the New Normal.
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APPENDICES
37
Appendix A

Republic of the Philippines

BATANGAS STATE UNIVERSITY
Batangas City
College of Teacher Education

Our dear respondents

Good day!

We are the Doctor of Education Major in Educational Management

student from Batangas State University who are currently taking up
Trends and Problems in Education subject. One of the requirements in
the said subject is action research. We are currently conducting an action
research paper entitled, “The Lived Experiences of Teachers in Printed
Modular Distance Learning Amid Covid-19 Pandemic.”
In line with this, we would like to conduct an interview to gather
some information that we can use in our research. We are requesting to
answer with your full honesty. Rest assured that all information gathered
will remain confidential.
Thank you and Godspeed.
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Researchers

Appendix B
38

Republic of the Philippines

BATANGAS STATE UNIVERSITY
Batangas City
College of Teacher Education

TRINIDAD O. LEVIDA
Principal I, Marawoy Elementary School
Marawoy, Lipa City

Madame:
We are Doctor of Education Major in Educational Management
student from Batangas State University who are currently taking up Trends
and Problems in Education. One of the requirements in the said subject is
action research. We are currently conducting action research entitled “The
Lived Experiences of Teachers in Printed Modular Distance Learning Amid-
COVID 19 Pandemic” at Marawoy Elementary School.
In line with this, I would like to request for the permission of your
good office to conduct an interview and focus group discussion to your
teachers. The facts that I will gather would help a lot in this study. Please
be assured that the responses will be treated with full confidentiality and
will be used for research purposes only. I am looking forward for your
positive response regarding my request.
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Respectfully yours,

GLENDELL D. CELEMIN

LEIZEL H. PELATERO
The Researchers

CURRICULUM VITAE

39
Personal Profile:

Name: Glendell D. Celemin

Age: 27

Date of Birth: October 3, 1994

Place of Birth: Silang, Cavite

Gender: Female

Civil Status: Married

Nationality: Filipino

Educational Background:

Graduate School

2019-Present Doctor of Education

Major in Educational Management
Batangas State University
Pablo Borbon Campus
Rizal Avenue Extension, Batangas City
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Master of Arts in Education

2015-2018 Major in Educational Management
Lipa City Colleges
G.A. Solis St., Lipa City, Batangas

Tertiary Bachelor of Secondary Education

2011- 2015 Major in English
Lipa City Colleges
G.A. Solis St., Lipa City Batangas

Secondary Rizal National High School

2007-2011 Rizal, Lipa City

40
Primary Rizal Elementary School
2001-2007 Rizal, Lipa City

Teaching/Working Experience:

Teacher I
Rizal Elementary School
Rizal, Lipa City
2021-Present

Pinagkurusan Elementary School

Pinagkurusan, Alitagtag Batangas
2017-2020

Elementary Teacher
Lipa Montessorri School of Learning, Inc.
Transville Homes, Banay-Banay Lipa City
2015-2016

Seminars and Trainings Attended:

District Cluster 2 In-Service training of Teachers

Dalipit West, Alitagtag Batangas
October 24-26, 2018
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Division Roll-Out on the Results-Based Performance Management

System (RPMS) Manual for Teachers and School Heads
Alitagtag Central School, Alitagtag Batangas
July 19-21, 2018

District Capacity Building for Guidance Counselors and Teachers

April 18-20, 2018
Alitagtag Central School Cultural Hall, Alitagtag Batangas

Personal Profile:
Name: Leizel H. Pelatero 41

Age: 28

Date of Birth: December 16, 1993

Place of Birth: Lipa City, Batangas

Gender: Female

Civil Status: Single

Nationality: Filipino

Educational Background:

Graduate School

2019-Present Doctor of Education

Major in Educational Management
Batangas State University
Pablo Borbon Campus
Rizal Avenue Extension, Batangas City

Master of Arts in Education

2015-2018 Major in Educational Management
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Lipa City Colleges

G.A. Solis St., Lipa City, Batangas

Tertiary Bachelor of Secondary Education

2010- 2014 Major in English
Lipa City Colleges
G.A. Solis St., Lipa City Batangas

Secondary Bolbok Integrated National High School

2006-2010 Bolbok, Lipa City

Primary Malagonlong Elementary School

2000-2006 Malagonlong, Lipa City
42

Teaching/Working Experience:

Teacher III
Marawoy Elementary School
Marawoy, Lipa City
2016-Present

Elementary Teacher
LCC Silvercrest
Lipa City
2014-2016

Seminars and Trainings Attended:

VINSET 2.0
December, 2021
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43
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