Professional Documents
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Yanto, Crestyl Et Al.
Yanto, Crestyl Et Al.
A Thesis Presented to
The faculty of the
College of Education
In Partial Fulfilment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
Rizel C. Amante
Ailyn C. Barbas
Crestyl C. Yanto
June 2021
ii
APPROVAL SHEET
_____________________________________________________________________
Accepted and approved in partial fulfillment of the requirements for
the degree, BACHELOR OF ELEMENTARY EDUCATION.
ABSTRACT
ACKNOWLEDGEMENT
The researcher would like to extend their deepest gratitude to all the
people who helped and have shared their knowledge in making this research
possible.
To all the participants, for their cooperation and for giving the
To our beloved parents, for their unending love and support especially
reality.
DEDICATION
v
We would like to extend our deepest gratitude and dedicate the research to
the following:
spiritually, to our friend Zyra Margallo who helped and guided us about the
research, to our adviser, Mr. Jake Boy D. Carbonquillo, without his guidance
this would not be a reality, to our panel member, Mrs. Rosybelle Sablad, Mr.
Jhonil Bajado, and Dr. Alona Medalia Gabejan, who supported and encourage
And to our God Almighty whom we honor and praise for being our strength,
We would like to offer this project to Him for without Him we are nothing.
TABLE OF CONTENTS
vi
CONTENT PAGE
TITLE PAGE...................................................................................................................ii
APPROVAL SHEET......................................................................................................ii
ABSTRACT....................................................................................................................iii
ACKNOWLEDGEMENT............................................................................................iv
DEDICATION................................................................................................................v
TABLE OF CONTENTS...............................................................................................vi
Introduction................................................................................................................1
Problem Statement.....................................................................................................5
Theoretical Anchorage..............................................................................................5
Definition of Terms....................................................................................................8
CHAPTER 2
CHAPTER 3 - METHODOLOGY
Research Design.......................................................................................................21
Research Locale........................................................................................................22
vii
Instrumentation........................................................................................................22
Validation of Instrument.........................................................................................22
Research Respondents.............................................................................................23
Data Analysis............................................................................................................23
CHAPTER 4
Summary of Findings..............................................................................................50
Conclusion.................................................................................................................50
Recommendation.....................................................................................................50
REFERENCES………………………………………………………………..…… 52
APPENDICES
Introduction
clustered; then, emerging themes were derived. Results identified three core
divide; and five core themes related to coping mechanisms which include
distance learning. Though they face challenges which may hamper their
work, they still manage to cope with the new normal to continue their tasks.
The higher offices and school authorities should work with teachers at the
students.
affected field the reason why schools have become the most vulnerable to
and other stakeholders are at stake; thus, temporary closure of schools was
enforced to contain the spread of the virus and reduce infections (UNESCO,
2020). Community lockdown and quarantine led work from home among
teachers and study from home among students through online distance
learning. Other schools cut their classes short than expected, which causes
for the next academic year was delayed, giving more time to schools to
Teaching and learning which mainly happens inside the classroom becomes
with and adopt the New Normal education. (Crawford, et al., 2020)
teaching, teachers also lost a fundamental sense of their own efficacy and
societal inequalities that had always shaped their students’ lives. Effective
planning for school reopening in Fall 2020 will require understanding and
instructional material which possesses the qualities that will make the
rate, finally giving him the feeling of self-satisfaction, the very essence of
independent unit.
Thus, this study was conducted to explore the tertiary teachers’ lived
modular instruction.
5
Problem Statement
Of the many studies that focused on the effect of the pandemic to the
instruction?
Theoretical Anchorage
that, Educators are the best experts in what works for students in terms of
learning. Although researchers know what works for students, they should
also understand what works for educators during the unprecedented threat of
a global pandemic. After all, what educators learn during this pandemic
could contribute to long-term innovation around the state, the nation, and the
One of the skills that teachers or educators must possess is the ability
become important. These issues involve the learner, the instructor, and the
contiguous contact and the ability to be carried out anywhere and at any time,
(Holmberg, 1989).
related problems in a specific domain (Bakx, Van der Sanden, et.al., 2002).
7
are being flexible towards student’s learning during the pandemic times.
order for them to be guided what were the conceptualization of the tertiary
To the parents. The parents was able to get information what were the
researchers.
specifically in Basey Campus. The study are limited only to seven (7) Tertiary
Educators of SSU Basey Campus. The study was conducted under the school
year 2021-2022.
8
Definition of Terms
determine what an experience means for the persons who have had the
(Yoseph & Mekuwanint 2015) and (Malik 2012), module is a unit of work in a
which are based on the needs of the students. Students are encouraged to
thinking, acting and approaching a field of study and practice. This view of
field and what the content of a course means within that perspective.
Chapter 2
10
had to adapt the said new normal education learning. The need to rapidly
adapt to new contexts of teaching and learning online has revealed how
2020). The lockdown has put challenge on the government to ensure that
there should be continuity with regards to learning (Chang & Yano, 2020).
to education system. Some of countries like Egypt, France, Italy, United States
separated during the process of instruction and learning. On the other hand,
distance learning can also be referred to “distance education” and often called
COVID-19 (DepEd Order No. 12, 2020). Furthermore, the department will
of study. In educational context, now the shift has moved from traditional
efficient and effective tool to make students learn according to Husen et.al.,
(1986).
instruction. The most important is that it allows for better evaluation and
the course can be used and reused elsewhere in other courses and lastly
courses that are already in a modular format are ultimately characterized and
doing independent study; the shift from the lecture method to modular
resource might prove frustrating and since not all of the students are equal in
terms to capacity of learning, some students will have more or less prior
knowledge, learning efficacy and their output will be totally different to other
longer has “center-stage billing”. The shift from lecture method to modular
The design of modular courses must provide for enough time for the
guarantee that the skills are firmly established. Problem-solving abilities can
how it relates to practice. This means that designers of modular courses must
carefully organize content and processes, taking into account both student
That is why Loughran and Berry (2000) pointed out that individual learnt more
at their own pace,
because “Telling is not edifying and heedfully aurally perceiving is not learning.
However it is a process of first
106
understand and then express the idea or knowledge. One of the largest changes
in recent years has been the
That is why Loughran and Berry (2000) pointed out that individual learnt more
at their own pace,
because “Telling is not edifying and heedfully aurally perceiving is not learning.
However it is a process of first
106
understand and then express the idea or knowledge. One of the largest changes
in recent years has been the
Loughran and Berry (2000) pointed out that individual learnt more at their own
pace,
because “Telling is not edifying and heedfully aurally perceiving is not learning.
However it is a process of firs
As Tarek (2016) emphasized that since distance learning entails high level
of interaction between the teacher and students, the teacher must treat
learning problems that students might encounter taking into account the
Nihat Uyangor, Hasan, et.al, stated that teachers have positive ideas in some
main points with regards to the modules, but they stated that there were very
towards modules are not different from each other in three different
traditional instruction both with respect to the quality of learning and content.
However, according to their study, there are certain problems may arise in
heavily relies on technology leaving the teachers not fully prepared and lack
Loughran and Berry (2000) pointed out that individual learnt more at their own
pace,
because “Telling is not edifying and heedfully aurally perceiving is not learning.
However it is a process of firs
15
Loughran and Berry (2000) pointed out that individual learnt more at their
own pace, because “Telling is not edifying and heedfully aurally perceiving is
not learning. However, it is a process of first understand and then express the
1999).
materials. Module writers develop a common frame work for the design and
development of modular materials. Brown and Atkins (1991) state that when
take to learning. (Martn & Saljo 1976), (Entwistle 1981), (Gibbs 1992),
1999).
Particularly salient are the needs to ensure adequate practice and the
Stressed are the need for the teaching of ‘learning-to-learn’ strategies before
(Cornford, 2006)
education: From the 13th of March to the 23rd of April, all schools in
Germany were closed, and teachers had to teach their students from home.
the curriculum and teachers provided tasks and instructions, parents were
expected to implement these tasks and instructions. Neither the parents nor
the teachers were well prepared to master the multiple challenges these
to their students and missed advice and support from their schools (Goetz,
Despite the problems facing the community college, Cohen and Brown
(1982) assert that these institutions must continue to response with the
award credentials, and to provide short term, and hock learning experiences
of upward social and economic mobility for individuals of any age. In order
Though there are different types of modular academic programs, all share an
assessment are directly linked with the achievement of the learning outcomes
task (Nordby, Klingsieck, et al., 2017). The delay can come at any point of the
and result in lower grades. Additionally, the quality and accuracy of work can
are linked to poor goal achievement and lower achievements (Akran, et al.,
2019).
involvement of other stakeholders are the driving force for its success. For the
continuity of education and for every school to still attain its mission and
place between the teacher and the learners who are geographically remote
20
from each other during instruction. The teacher takes the responsibility of
monitoring the progress of the learners. The learners may ask assistance from
others. Where possible, the teacher shall do home visits to learners needing
learners.
21
learning approach, the issues were cater and set time for student’s inquiries
answers to lessen plagiarism, on the absence of teacher, the parents and elders
must guide the students in their learning at home. Teacher and parent’s
guidance must go hand and hand in today’s learning. Teachers must likewise
teaching strategies like modular learning should be hone to aid lack of media
Chapter 3
Methodology
Research Design
within its natural setting (Creswell 2002; Pope & Mays 1995; Denzin &
the researcher to develop a level of detail from high involvement in the actual
specific problem and it simply explores the research questions. Thus, the
training back-ground, and lack of guidance and large class size are factors
and implementation will remain open unless adequate and suitable attention
is given to teachers (Dembele & Lefoka, 2007). These all show that the role of
Research Locale
Instrumentation
structured interview questions that collects data and used as a basis for
Validation of Instrument
24
The researchers prepared the questionnaire and after which a copy was
given to their adviser and panelist for possible comments and suggestions.
And then, the researcher’s undergone further improvement after the pre-oral
Research Respondents
The participants of the study are the Tertiary Teachers of Samar State
University Basey Campus. The total number of participants were seven (7)
including the part time teachers for the study that aims to know the lived-
being gathered. Hence, the participants can provide valuable information that
the approval, the researchers insure a consent letter to the faculty of Samar
given permission, the researchers explained the purpose of the study to the
selected participants before conducting the interview guide. After that, all
faculties were gathered through google form in order for them to answer the
Data Analysis
25
are 1. Become familiar with the data, 2. Generate the initial codes, 3. Search for
2013), served as the guide of analyzing the data. In the initial part of the
themes through the transcribed data. The transcription of data can be found
in Appendices D.
26
Chapter 4
This chapter presents the discussion of the responses obtained from the
interview guide conducted with the teachers of Samar State University Basey
Campus.
to their various experiences. In this question, the researcher was able to come
Table 1
Summary of the Themes under Perception of Tertiary Education in Modular
Instruction
Theme 1: Theme 2: Theme 3: Theme 4: Theme 5: Theme 6:
Teacher’s Showing Factors that Factors that Complicat Presentin
Concerns Diversity affect affect ion in g
Prior to of students’ teacher in manifesti Content
students Difficulties learning coping ng ideas in a
Understandin in acquisition enough for towards Modular
g on modular Instruction the making modular Approac
Approach of modules. of modules instructio h poses
n Challeng
es
Uncertainne Practical Difficulty Struggles Difficul Time-
ss on the Performa on on ty in Limit
27
Table 2
The disadvantage of
modular approach is that Difficulty on reaching
not all students are students’ concerns prior
capable of understanding to their understanding on
everything that is written the learning modules.
on their modules or their
learning packets, others
are not clearly instructed
by the teachers so they
find it hard to understand
or answer the activities
and questions correctly.
For me there are still
limitations in every
approach, like this
modular approach, like in
an actual class even you
have tried your best there
is always a clarification
for everything we would
like to ask our students
what have they learned
from the discussion, and
this was missing now in
the modular approach.
(P2 L10-25)
statement number 1, How do you perceive the use of module for instruction?
30
Based on the gathered data, two participants out of seven (7) says that they
the students focus directly to the activities/assessment instead of reading first the
content of the learning material in which the result will be, students' have low
written on their modules or their learning packets, others are not clearly instructed
by the teachers so they find it hard to understand or answer the activities and
questions correctly. Aside from that, they also stated that face-to face class has
proven its effectiveness rather than this said new normal wherein, the
students can learn from the discussion of the teacher and the activities itself.
instruction and face-to-face class. One of the identified difficulties that the
independent study; the shift from the lecture method to modular instruction
might be difficult for students; choice among the available resource might
prove frustrating and since not all of the students are equal in terms to
capacity of learning, some students will have more or less prior knowledge,
learning efficacy and their output will be totally different to other students.
The participant's statement, initial code, and theme name are shown in
Table 3.
Table 3
The utilization of
modules promotes Promotion of students’
independent assessment. independent learning and
It exhorts students to boosting the sense of
develop or analyze students’ commitment
information. To acquire task accomplishment.
mastery of the lessons,
tasks are given in a
sequence of activities
from simple to
challenging. The design
of the tasks as such
formalizes the degree of
difficulty that the learners
could accomplish.
Students actively
participate in studying
the lessons discussed in
the course. They gain a
sense of commitment by
completing the tasks
outlined in the module.
The students advance on
their own with little to no
help from the instructor.
They are becoming
motivated as they
enhance student learning
(P5 36-43)
This theme answered the question number two (2) What are the
the answers of the respondents, majority of them had a similar response that
12,3, and 4. They had conflict on making content presentation in modules and
modular instruction. Participant 2 stated that, “During the very first making of
the modules or the learning packets of course that was so hard on my part because
dependent on the internet what is useful and are relevant to my discussion I used it
as reference.”
challenging for us teachers to be able to construct a learning module since there are a
lot of things that must be checked in making a module”. Participant 2 also added
that, “There are also times that we are having difficulty in expressing the idea
through module.” The need to rapidly adapt to new contexts of teaching and
learning online has revealed how teacher education institutions and teacher
this time of pandemic, the researchers found out that the teachers encounter
acquisition. It is quite considerable since not all students are equally the same
in terms of learning.
The participant’s statement, initial code, and theme name are shown in
Table 4.
34
Table 4
This theme answered question number 1, how do you perceive the use
of module for instruction? What made you say that? Based on the gathered
data, when asked about how they perceived the use of module for instruction,
two (2) participants out of 7 answered that they have difficulty on channeling
instruction for students and in that way, students had difficulty to acquire
learning. Participant 6 says that, “Aside from the fact that they have to read and
understand, answers the activities that a particular learning packet has, but sad to
say there are some students who do not tried their best to learn alone.” participant 6
also stated that some students are just copied answers on the module where
they can find answers on the activity. Participant 7 also supported that
student tend to be lazy reading what’s on the module. Mostly of the students
aren’t able to comprehend well everything written on the modules, and also Instead of
reading the content of the learning material first, some students jump right to the
the teachers on modular instruction are difficult. One of the reasons of this is
communicative competence.
Factors that affect teacher in coping enough for the making of modules
36
The participant’s statement, initial code, and theme name are shown in
Table 5.
Table 5
This theme answered the question number two (2), how do you
the participants, all of them has point out that the construction of modules is
a bit challenging for me because I was the one to write or construct Learning material
learn from the material without the presence of the teacher. While participant
2 has lack of resources to be used in making the modules. “During the very
first making of the modules or the learning packets of course that was so hard on my
part because most of my resources are in the school, luckily, I have with me some
notes from my previous topics so I was able to make some of the topics that was
teachers have positive ideas in some main points with regards to the modules,
but they stated that there were very important problems in the process of
from each other in three different institutions. With this regard, participants
have difficulties in construction of modules because they are the one to write
38
or construct Learning material for their subjects and with this, the problem is
that they have a lack of educational resources that suit to their lessons. Hence,
it can be seen that the shift from lecture method to modular instruction might
they are exerting in constructing their learning modules for their students.
The participant’s statement, initial code, and theme name are shown in
Table 6.
Table 6
designing modular courses” This theme explained that the tertiary teachers of
SSU Basey Campus has difficulty in constructing modules for learning and
their experiences towards the content presentation was also struggle for them.
This means that designers of modular courses must carefully organize content
and processes, taking into account both student characteristics and the
this modular learning is limited because there are lots to consider specifically
your sources and your content must be definitely right and effective.
The participant’s statement, initial code, and theme name are shown in
Table 7.
41
Table 7
It was so hard on my
part, because I am the Difficulty on making
one in charge of content presentation of
creating or writing modules definite.
learning materials for
my subjects, and every
content should be
certain. (P7 L97-98)
seven (7) says that they possess various challenges in terms of constructing
terms of discussion because of the time limit”. However, the participant 7 says,
“It was so hard on my part, because I am the one in charge of creating or writing
modules. Above stated that they find it hard to construct and expand
discussion since there is a time allotted in the making. Aside from that, the
42
presentation of content is basically based upon the sources given, thus, the
researchers found out that they cannot easily add some information and
based training is becoming common place for professional adults and the
concert with an electronic delivery system. The key is to explore how modular
to their various experiences. In this question, the researcher was able to come
Table 8
Summary of the Themes under Experiences of Tertiary Education Teachers on
Modular Instruction
Theme 7: Understanding Theme 8: Students Relies Theme 9: Alternative
the Factors that on Internet yet Unable to Ways in Coping with
Contribute to Late Submit on time the Current Situation
Submission of Students’
work
Compromising students Difficulty in constructing Finding Alternative
43
work
The seven themes that the researcher’ generated from the participants'
modular instruction.
Table 7
Thematic Map on Understanding Factors on Late Submission
Qualitative Data Initial Code Theme Name
Some of students were late Compromising students in Understanding the factors
in the submission of terms of late submission of that contribute to late
outputs but I still choose to modules. submission of students
have patience waiting for work.
their outputs because we
all struggling because of
this pandemic maybe they
have reasons for the late
44
submissions. Self-paced
needs an extra time and
extra effort unlike in the
face-to-face instruction. (P1
L102-106)
During submission of
outputs most of my Late submission of outputs
students weren't able to of most students.
pass it on time. (P3 L121-
122)
Modular instruction is an
effective teaching method, Pros and cons of modular
there are advantages such instruction to teachers and
as, it makes a student to students.
become resourceful, it
saves time and money,
while its disadvantages are
like technical problems,
lack of communication
with fellow students and
teacher. In submission of
45
This theme answered the question number two (2) .What are the
to the answers of the respondents, it shows that their answer has a similarity
of the output of the students is not on time. We all know in this time of
pandemic we’re all experiencing many trials in life, it seems that every
individual has different reason why they have a conflict on submitting the
student’s output. Participant 1 stated that, “Some of students were late in the
submission of outputs but I still choose to have patience waiting for their outputs
because we all struggling because of this pandemic maybe they have reasons for the
late submissions.” participants 1 also added, “Self-paced needs an extra time and
extra effort unlike in the face-to-face instruction.” While participant 2 stated “the
student cannot submit on time so we have to contact then as to when they are going
to submit because those students are living in far flung barangays and they find time
to go out since they don't have the gadget and are not allowed to go out.” Participant
if it was them who answered it or others helped them in answering so that's another
doing independent study; the shift from the lecture method to modular
resource might prove frustrating and since not all of the students are equal in
terms to capacity of learning, some students will have more or less prior
knowledge, learning efficacy and their output will be totally different to other
longer has “center-stage billing”. The shift from lecture method to modular
instruction might also be difficult for them. The researchers found out that the
the outputs of the students because some students are struggling due to this
communication with fellow students and teacher and some of them has a
poor internet to contact them as to when they are going to submit because
those students are living in far flung barangays and they find time to go out
since they don't have the gadget and are not allowed to go out.
The eight themes that the researchers’ generated from the participants'
on the internet but unable to pass on time their outputs. Yet it is considerable
Table 9.
Thematic Map of Students Relies on Internet Yet Unable to Submit on Time
Qualitative Data Initial Code Theme Name
I, for one, is having a hard Difficulty in constructing Students relies on
time answering modules, modules, reason to seek internet yet unable to
primarily because, there ideas on google submit on time.
is nobody to guide me
how to do this. Self-paced
learning makes me more
independent; it gives me
much confidence for I
know, I discover things
that me alone can do it
through to be honest is
difficult and complicated.
Regarding on the
submissions of output, I
have to make it a point
that I’ll be able to submit
it on the given time, may
it be module/las and
projects. Though, I feel
more comfortable on
doing this because, I only
have to do it every
Monday. (P5 L129-139)
seven (7) says that they had some unusual experiences towards the student’s
become more reliant on the internet, and mostly of my students weren’t able to
consequences affect the teachers that led them to find hard in finalizing all
information on internet to find some clarifications and ideas and likewise, the
students. This factor affects solely to the student’s reason not be able to
submit modules on the time given. The Internet plays a significant role in the
aim of the current study was to investigate the influence of the use of the
The nine themes that the researcher’ generated from the participants'
the teachers for they find such alternative ways in module making.
Table 10
Thematic Map on Coping with the Current Situation
Qualitative Data Initial Code Theme Name
I have to be dependent on Finding alternative ways in Alternative ways in
the internet what is useful acquiring resources coping with the
and are relevant to my current situation
discussion I used it as
reference and luckily I was
able to borrow books from
the colleagues from the
main campus, that ends my
struggle in module making,
but as time goes by as I was
able to adjust the current
situation and was
sometimes allowed to go
visit main campus, then I
was able to visit the library,
so everything goes well. (P2
L68-75)
participants out of seven (7) says that they had some unusual experiences in
coping the current situations. The participant 2 stated “luckily I was able to
borrow books from the colleagues from the main campus, that ends my struggle in
module making, but as time goes by as I was able to adjust the current situation and
was sometimes allowed to go visit main campus, then I was able to visit the library, so
everything goes well ”. On the other hand, participant 5 also stated, “I sometimes
Consequently, despite the obstacles that the teachers had faced, they
were able to discover strategies to cope with the lack of materials that were
appropriate for the current situation. Brown and Atkins (1991) state that when
between courses and the approach students take to learning. (Marten & Saljo
1976), (Entwistle 1981), (Gibbs & Ramsden 1992), (Biggs 1999). They found
Chapter 5
Summary of Findings
instruction.
Modular Instruction, the researchers come up with six (6) emergent themes.
instruction of modules; Factors that affect students’ learning acquisition; Factors that
learning modules, the researchers were able to formulate with three (3)
emergent themes. Those were the following themes: Understanding the factors
52
that contribute to late submission of students’ work; Students relies on the internet
yet unable to submit on time; Alternative Ways in Coping with the Current
Situation.
Conclusion
At the end of the study and based on the data gathered from the
teachers finds their experiences as quite challenging for the reason that they
delivery, and the retrieval. Yet, teachers find alternative ways in coping up
Recommendation
instruction.
54
References
Bakx, Anouke, Van der Sanden, Johan & Vermetten, Yvonne (2002), Personality
and Individual Learning Theories: A Cross Sectional Study in The
Context of Social-Communicative Training retrieved from
https://bit.ly/2TkUQnZ
Flores, Asuncao, et al., (2020), The COVID-19 Pandemic and Its Effects on
Teacher Education retrieved from https://www.tandfonline.com/i
Hart, Catherine (2020), Perspective Educators are learners, too retrieved from
https://bit.ly/3jtqFWw
55
LeBrun, David (2001) A Study of Modularized Instruction and Its Role in The
Technology Education Curriculum at Southern Door Schools retrieved
from https://bit.ly/3ydvPKp
APPENDICES
Appendix A: Letter to the Participants
Catbalogan City
Basey, Campus
Dear Ma’am/ Sir: Greetings! The undersigned are BEED students of Samar
State University currently taking a research entitled “Lived-Experiences on
Modular Instruction among Tertiary Education Teachers of Samar State
University Basey Campus”.
In this regard, we are asking from your good office to allow us conduct the
said study and to conduct a survey through questionnaire with our
respondents. Rest assured that the information gathered will be treated with
confidentiality and will be used for academic purposes only.
We are hoping for your favorable and positive response on this request in
anticipation of which we are thanking you very much.
Respectfully yours,
AMANTE, RIZEL C.
LVII
BARBAS, AILYN C.
YANTO, CRESTYL C.
Noted by:
Adviser
LVIII
SCHOOL COORDINATOR
Samar State University
Basey, Campus
Dear Ma’am/ Sir: Greetings! The undersigned are BEED students of Samar
State University currently taking a research entitled “Lived-Experiences on
Modular Instruction among Tertiary Education Teachers of Samar State
University Basey Campus”.
In this regard, we would like to ask you few questions about the said study.
Rest assured that the information gathered will be treated with confidentiality
and will be used for academic purposes only.
We are hoping for your favorable and positive response on this request in
anticipation of which we are thanking you very much.
Respectfully yours,
AMANTE, RIZEL C.
BARBAS, AILYN C.
COMANDA, ARVIE ANN N.
GRAVOSO, KIA MARIE A.
YANTO, CRESTYL C.
Noted by:
1. How do you perceive the use of module for instruction? What made you
say that?
modules?
1. How do you perceive the use of module for instruction? What made you
say that?
Respondent #1: At first, I was afraid if this modular instruction will be a best
instead of reading first the content of the learning material in which the result
without internet, and no gadget students. They prefer this mode of instruction
for it gives them ample time to review things not like the online class wherein
there is the time limit and faster giving of instruction. The disadvantage of
are not clearly instructed by the teachers so they find it hard to understand or
answer the activities and questions correctly, while if they are in a face to face
setting they can directly ask their teachers clarifies things right away not like
the modular approach, so they again tend to use another method which can
teacher which is also of great help to improve their knowledge regarding the
topic. For me there are still limitations in every approach, like this modular
LXI
approach, like in an actual class even you have tried your best there is always
a clarification for everything we would like to ask our students what have
they learned from the discussion, and this was missing now in the modular
lazy reading again so we again find ways to make it a little bit shorter or brief
yet precise.
say that it is quite hard knowing that I am handling a subject that requires the
Respondent #4: The use of module for instructions for me as teacher is quite
good, because were making discussions through text and students learn at
style, there are students who learned more in a group activity, while other
styles.
mastery of the lessons, tasks are given in a sequence of activities from simple
advance on their own with little to no help from the instructor. They are
teaching my students though we have to. I can say because, not all students
can comprehend like others do...aside from the fact that they have to read and
understand, answers the activities that a particular learning packet has, but
sad to say there are some students who do not tried their best to learn alone.
Some just copied their answers. I mean, the part of the modules where they
can find the answers of the activity are just being highlighted. Modules is a
must, because teachers do those very best just to feed students learning that
are needed in the academe. But in terms of learning, I cannot ready say that
all students will really learn as what u expect them to be like in a face-to-face
class discussion
written on the modules, and also Instead of reading the content of the
learning material first, some students jump right to the activities, students
tend to be lazy reading what’s on the module making it hard for them to gain
learning.
modules?
Respondent #1: It is a bit challenging for me because I was the one to write or
modular instruction is one the most challenging part because the whole
clear in a way that students will be able to learn from the material without the
Respondent #2: During the very first making of the modules or the learning
are in the school, luckily i have with me some notes from my previous topics
so I was able to make some of the topics that was provided in the syllabus, as
to the new subject that were not taught by me before there comes the problem
now, so I have to be dependent on the internet what is useful and are relevant
from the colleagues from the main campus, that ends my struggle in module
making, but as time goes by as I was able to adjust the current situation and
was sometimes allowed to go visit main campus, then I was able to visit the
things that must be checked in making a module. There are also times that we
that bad because I am guided as long as there a stable internet connection and
Respondent #5: Modular instruction do have certain strong points, and will
use for modules are essential in means of delivering teachers with direction in
discussion because of the time limit But on the other hand, presentations of
should be certain.
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but I still choose to have patience waiting for their outputs because we all
struggling because of this pandemic maybe they have reasons for the late
submissions.
face-to-face instruction.
Respondent #2: In modular instruction I could say that it was both good and
not so good because once you were able to finish your module you just have
to wait for students activities and results but we should always have to rush
as there is the schedule for everything, now the problem is the student cannot
submit because those students are living in far flung barangays and they find
time to go out since they don't have the gadget and are not allowed to go out,
others they submitted late others are not submitting so we ask others to get
their activities, others said that they have been busy doing other subjects
not because you can adjust based on your own like as to when you are going
to study no limits but others forgot on the deadlines, while others upon
LXVI
receiving they returned it right away, we don't know if it was them who
time and money, while its disadvantages are like technical problems, lack of
Respondent #5: Since we are in a pandemic, it’s quite not normal for us
having such kind of delivery modality. I, for one, is having a hard time
do this and so, I sometimes used google to seek clarifications and ideas
much confidence for I know, I discover things that me alone can do it though,
point that I’ll be able to submit it on the given time, may it be module/las and
projects. Though, I feel more comfortable on doing this because, I only have to
do it every Monday.
LXVII
dependent on the internet that is why even if u have to set deadlines, others
and some don't even have gadget. While in self-paced learning students are
Respondent #7: Students become more reliant on the internet, and mostly of
considering that I have to wait students to finalize their outputs and that’s the
RESEARCHERS’ PROFILE
E-mail : rizelcajes@gmail.com
PERSONAL PARTICULARS
Nationality : Filipino
Gender : Female
EDUCATIONAL BACKGROUND
RESEARCHERS’ PROFILE
E-mail : aiilenn59@gmail.com
PERSONAL PARTICULARS
Nationality : Filipino
Gender : Female
EDUCATIONAL BACKGROUND
RESEARCHERS’ PROFILE
E-mail : arvieanncomanda9@gmail.com
PERSONAL PARTICULARS
Nationality : Filipino
Gender : Female
EDUCATIONAL BACKGROUND
RESEARCHERS’ PROFILE
E-mail : gravosokia@gmail.com
PERSONAL PARTICULARS
Nationality : Filipino
Gender : Female
EDUCATIONAL BACKGROUND
RESEARCHERS’ PROFILE
E-mail : crestylcyanto@gmail.com
PERSONAL PARTICULARS
Nationality : Filipino
Gender : Female
EDUCATIONAL BACKGROUND