Teachers Perception towards Use of Printed Modular Distance Learning

Edlyn S. Toledo
Mery Lyn G. Sanoy
Shairene Rose Q. Yare
Regine E. Garciano

ABSTRACT

Distance Education today is one of the most commonly used types of educational
delivery method nowadays. The purpose of this study was to determine the demographic
profile of the teachers and to consolidate teacher’s perception towards the use of printed
modular distance learning. Furthermore, this study can serve as an evidence in
identifying their views about present education system and their role towards successful
learning despite the present obstacle faced by the nation. Additionally, this study aimed to
identify the benefits and challenges that the teachers encounter with the use of printed
modular distance learning. This study utilized the descriptive research design in order to
describe the characteristics of the variable under study and was carried out at Palompon
South Central School. Considering that the pandemic is spreading, the data was collected
through Google forms with the use of a survey questionnaire which was adapted from the
study of Lapada, et.al (2020) that consist 11 questions. A 5 point Likert Scale was used
with ‘always and never’ as anchoring points. After the data was gathered and carefully
tabulated, the teachers perceived that the use of printed modular distance learning is not
way effective and useful. The result of this study was indeed beneficial for the stakeholders
of education as to what measures they have to improve and take into considerations.

1.0 INTRODUCTION
Teachers across the globe were largely unprepared to support continuity of

learning and adapt to new teaching methodologies. Teachers’ physical health was put at

risk when required to provide face-to-face education for the children of essential workers

and vulnerable children. Adding to the fear of being exposed to the virus was a fear of

losing salaries and benefits, all while coping with increased workloads and family

responsibilities (United Nations, 2020).

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 Education directors, teachers, parents and caregivers – all played a critical role in

the response to the COVID-19 crisis and took on additional responsibilities in uncharted

territories. Engaging these stakeholders can enhance the education system’s resilience.

Consultation and communication with all education actors – including teachers, learners,

and the most marginalized – are key to the effective implementation of plans and

responses, to meeting the needs of all learners, and to enhancing their resilience and that

of the education system. Hence, the final layer in an integrated strategy for bridging

learning loss for students during COVID-19 involves structured support from teachers,

school leaders, community leaders, and school districts (Mundy & Hares, 2020).

Upon implementing such support to the learners, the challenges encountered by

teachers in offering distance learning education are the challenges on knowledge and skills

required in delivering distance learning education classes, problems on establishing

communication with students, challenges on having stable internet access intended for

distance learning education, and challenges on the use of any Learning Management

System. They also faced problems managing the stress caused by community quarantine.

As well as beating the deadlines and requirements set by the school administrators

(Lapada, et. al., 2020).

A teaching strategy is a plan for learning, and it includes the presentations which

the teacher might make the exercises and learning activities designed for students, audio

visual-aids which will be supplied or suggested for students to work with, in which they

show of their growing understanding and capability will be collected. Modular teaching is

one of the most widespread and recognizes teaching learning techniques in many countries

including other Western countries and Asian region. The goal of the modules is to provide

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resources to instructors that will allow them to transform their classrooms into active,

student-centered learning environments. Modular teaching is more effective in teaching

learning process as compared to ordinary teaching methods, because in this modular

approach the students learn at their own pace (Sadiq & Zamir, 2014).

Usually, teachers will have to deliver appropriate learning materials. However,

students can also access these materials by downloading electronic copies through their

computer, tablet PC, or smart phone. The teacher takes the responsibility of monitoring

the progress of the learners. If possible, they will conduct home visits to check on each

student’s progress and performance. Likewise, learners may ask for assistance from the

teacher via email, telephone, text message-instant messaging, etc. Parents or any member

of the family, on the other hand, may serve as a guide or para-teachers to learners at home

(Malaya, 2020).

According to Taspenar (1997) as cited by (Uyangor et.al, 2013), although modules

are materials based on individual training, teachers play an active role during practices.

Teachers play an active role in the preparation of the modules, the determination of

periods, the planning of activities inside and outside the classroom, the implementation

and evaluation of activities. The teachers help students especially during the use of

modules increases the success.

In light of the present study, the researchers seek to determine the perception of the

teachers towards use of printed modular distance learning particularly its challenges and

benefits in the new normal setting of educational system.

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 On the one hand, this study aims to understand about every teacher’s view in

distance learning and their active role in education. On the other hand, this study would

serve as a reference or take-off point for a similar study and may help them look for new

problems.

Framework of the Study

This study was grounded from the Connectivism Theory by George Siemen and

Social Constructivism Theory by Lev Vygotsky.

Connectivism indicates that learning occurs when knowledge is shared, stored, and

manipulated to create new knowledge. Siemens (2005, 2008) postulated since learning

occurs without teaching and people can teach themselves, knowledge is centered on

connecting various information sources to the learner.

Learning is a process that occurs within nebulous environments of shifting core

elements – not entirely under the control of the individual. Learning (defined as actionable

knowledge) can reside outside of ourselves. Hence, in this present situation, experience

has long been considered the best teacher of knowledge. Since one cannot experience

everything, other people’s experiences, and hence other people, become the surrogate for

knowledge. As a result, even in distance, teachers may still be able to assist students with

their day to day learning.

On the other hand, Social Constructivism is a variety of cognitive constructivism

that emphasizes the collaborative nature of much learning. Social constructivism was

developed by post-revolutionary Soviet psychologist Lev Vygotsky. He argued that all

cognitive functions originate in (and must therefore be explained as products of) social

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interactions and that learning did not simply comprise the assimilation and

accommodation of new knowledge by learners; it was the process by which learners were

integrated into a knowledge community.

According to Lynch (2016), in order to apply social constructivism theories in the

education arena, teachers and school leaders need to shift and reshape their perspectives.

Both must move from being “people who teach” to being “facilitators of learning.” A

good constructivist teacher is one who questions students’ answers, without regard to

whether they are right or wrong, to make sure the student has a good grasp of the concept.

Additionally, instructors should have their students explain the answers they give and not

allow students to use words or equations without explanations. They should also

encourage students to reflect on their answers.

Challenges in using printed modular

Use of Printed distance learning
Modular Teacher’s
Distance Perception+
Learning Benefits in using printed modular
distance learning

Figure 1. Schematic Diagram of the Conceptual Framework of the study

For clarity and elaboration, the diagram above concerns teachers’ perception on

use of printed modular distance learning. Moreover, the present study explores the

challenges and benefits of employing printed modular distance learning for teachers.

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Review of Related Literature and Studies

This section presents some concepts and research studies that are similar to the

present study likewise gain understanding and elucidate knowledge of the existing

researches.

Modular Distance Learning features individualized instruction that allows learners

to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever

is applicable to the learner. Learners under Modular Distance Learning can also use other

resources such as Learner’s Materials, textbooks, activity sheets, study guides, and other

study materials. (Malaya 2020)

Printed Modular Learning Delivery modality, the teachers prepare the learning

materials, weekly study guides and other resources for the modular distance learning and

these materials shall be accompanied by quality assured instructional packets wherein the

parent/ guardians or para-teachers shall meet with the teacher and receive instructions and

the learning materials to be accomplished by the learner for the week. (Codamon 2021)

Modular learning is the most popular type of Distance Learning. In the Philippines,

this learning modality is currently used by all public schools because according to a

survey conducted by the Department of Education (DepEd), learning through printed and

digital modules emerged as the most preferred distance learning method of parents with

children who are enrolled this academic year. This is also in consideration of the learners

in rural areas where internet is not accessible for online learning. The teacher takes the

responsibility of monitoring the progress of the learners. The learners may ask assistance

from the teacher via e-mail, telephone, text message/instant messaging among others.

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Where possible, the teacher shall do home visits to learners needing remediation or

assistance Printed Modules will be delivered to students, parents or guardians by the

teachers or through the Local Government Officials. (Bernardo 2021).

In the part of the teacher, formulating different modules is a difficult task

especially if the teacher has no training on how to create a quality type of learning

modules. Sometimes, there is a lack of availability of the printed modules. And teachers

are forced to print learning materials in order to have something to give to their learners.

And these materials should meet the standard learning capacity of a student. Given that

these learning materials will be mostly evaluate or assess by learners on their own

(Mañalac 2021).

Based on the study of Lapada, et.al (2020) with their research entitled ‘Teachers’

Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards

Institutional Readiness and Challenges’, the problems encountered by teachers in offering

distance learning education are the challenges on knowledge and skills required in

delivering distance learning education classes, problems on establishing communication

with students, challenges on having stable internet access intended for distance learning

education, challenges on the use of phones, laptops, and tablets or any devices for distance

learning education, and challenges on the use of any Learning Management System.

Lastly, in their research, the respondents also agreed that they faced problems managing

the stress caused by community quarantine at home and in between online classes

demands. As well as beating the deadlines and requirements set by the school

administrators, establishing a network of communication among stakeholders such as

parents for support at home, checking and evaluating students output from the email of an

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online learning Management System and building a positive environment in online classes

through emotional support among students aside from content-based teaching and

learning.

Keller and Cernerud (2002) have found ―variables such as age, sex, past

experience with computers, technology acceptance and individual learning styles as

major factors when discussing acceptance of technology by students‖.Liaw, Huang and

Chen, (2007) argue that ―no matter how advanced or capable the technology is, its

effective implementation depends upon users having a positive attitude toward it.‖ (p.

1069. The nationwide 2nd lockdown has given as cope to the school teachers to expand

the utilization of online platforms. For keeping the new norm of Covid-19, the e-learning

stage has emerged as the only accessible way of teaching. E-learning has become

moderately popular among the students across the world particularly, the lockdown period

due to the COVID-19 pandemic (Radha et al., 2020).From the above literature has been

found that no research was done in the Karnataka state to study the Teacher‘s attitude

towards online teaching. Hence the main focus of this research work is exploring the

attitudes of the teachers towards online teaching with respect to few factors

According to Castro (2021), presented an accurate image of what’s happening on

the ground. She said she had met teachers who had even taken out loans to buy devices

and get stable internet connection, which are critical needs for distance learning especially

in rural areas. It said teachers use their own resources for school-related expenses,

especially for distance learning needs like laptops, phones, printers, and internet

connection. Teachers estimate that a module for a single subject features 10–12 pages per

student. Hoping to bridge this gap, schools and teachers mounted an online campaign

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named Bond Paper Mo, Module Ko, which seeks to bring in donations to help their

respective schools have funds for bond paper and printers. These funds will be used for

printing students' learning modules.

A study investigating the stress teachers go through when utilizing technology also

depicts the increase in anxiety teachers are susceptible to now that the new learning model

has shifted to online forms. The study revealed that many teachers who are not within the

"Millennial" and Gen Z timeframe are more prone to distress (Al-Fudail & Mellar, 2008).

However, (Malipot 2020) stressed that teachers also air their problems on modular

distance learning. (Bagood 2020) highlighted that as front liners in the educational system,

they have undergone various training and seminars to be more equipped in delivering

better education amid the COVID-19 pandemic as it is a norm of the department to train

teachers not just for professional growth but to become ready for unexpected

circumstances.

According to a study-based report, teachers in the new normal would have to

employ new practices and forms of management both professionally and emotionally to

adapt to the virus outbreak changes fully. The report provided a structured timeline for

response management, such as guidance, utilizing technology, and forming digital re-

creational activities (Wyman 2020).

Prior to this, being at home gives the teachers sense of freedom from working at

school all day. But because of this New Normal, our home is turned into a workplace.

Walls are the only thing that separates our work from our home and sometimes it feels like

we are on duty 24/7 because we need to entertain our students’ queries. Also, it became a

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challenge to separate the role we have in our household. We are parents, children, a sister

or brother while working. Now, we are juggling these roles all at once because we cannot

just help it.

Despite all the struggles, the government had been very supportive to all the

stakeholders involve in the teaching-learning process. Local Government Units provided

15 March 2021 Publications laptops for the teachers and smart tablets for the students in

some areas. These projects lessen the expenses that teachers and learners might shoulder.

Parents and guardians of the learners are cooperative and responsive as well when it

comes to helping the students and the teachers in the distribution and collection of

modules, and in guiding the learners in accomplishing their tasks. (Huelgas 2021)

Research Problem

This study aimed to identify the perception of the teachers towards use of printed

modular distance learning, specifically this study aimed to answer the question; (1) what is

demographic profile of the teachers in terms of their age, gender, and years of experience,

position and salary; (2) what is the teacher’s perception towards use of printed modular

distance learning. With this, the benefits and challenges of using printed modular distance

learning has also been identified.

2.0 METHODOLOGY

In this section, the way by whoch the study is undertaken is discussed. Explicitly,

it presents the research design, respondents, research instrument, data-gathering procedure

and statistical treatment of data.

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 This research study utilized descriptive method of research. To gather information

about the perception of the teachers towards printed modular distance learning, a survey

questionnaire was produced and answered through Google form. Since this research

particularly aimed to identify the perception only of the teachers towards printed modular

distance learning, there was only one variable to consider. The data were collected only

one time on the survey completed by the participants.

The study was conducted through online survey since distance learning is observed

nowadays at Palompon South Central School. Respondents of the study were the fifteen

(15) elementary public school teachers from Palompon South Central School. Using

guided survey questionnaire, researchers used short survey that requests specific

information from the participants. The instrument is adopted from the study of Lapada,

et.al., (2020) which consist of 11 questions. A five points Likert scale with ‘never and

always’ as anchoring points.

To get the necessary information for this study, an approval from the College Dean

and the different program chairs through a formal letter was obtained. Once the letter of

request was approved, the researchers sent an informed consent to the randomly selected

teachers in Palompon South Central School through Facebook messenger, indicating their

permission to participate in the study. The respondents were given a maximum of one

week to answer the short survey and after which, all questionnaires has been retrieved for

tabulation and data analysis. In the conduct of the study, the respondent’s personal

information and responses were held with utmost confidentiality and anonymity.

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 After which, the data was carefully tabulated. The statistical tool used was the

weighted mean to determine the perception of the teachers towards printed modular

distance learning.

From the data gathered, to find out whether or not the aims of this study were

satisfied then the following steps was undergone: In computing the perception of teachers

in distance learning, the weighted mean formula was used { WM=

∑ f (℘) }. Where;
N

(WM= weighted mean), (W = weighted points), (f = frequency), and (N = number of

sample respondents). Moreover, the perception of teachers in distance learning was

interpreted as follows: a weighted mean of 4.21-5.00 denote always, 3.41-4.20 denote

frequently, 2.61-3.40 denote sometimes, 1.81- 2.60 denote seldom, and 1.00-1.80 denote

never.

3.0 RESULTS AND DISCUSSION

This section presents the analysis and interpretation of data gathered during the

investigation. In addition, all necessary data are in tabular form and are further supported

by the appropriate interpretations cited after the table.

Table 1. Demographic Profile of the Teachers in terms of their age, gender, years of

experience, position and salary.

____________________________________________________________________

Profile groups f %
____________________________________________________________________

Age 30-45 7 46.67%

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 46-60 8 53.33%

Total 15 100

____________________________________________________________________

Gender Male 1 6.67%

Female 14 93.33%

Total 15 100
_____________________________________________________________________

Years of experience 1-4 years 0 0%

5-10 years 1 6.7%

11-15 years 4 26.7%

16-20 years 2 13.3%

21 and above 8 53.3%

Total 15 100

______________________________________________________________________

Position Teacher 1 3 20%

Teacher II 0 0%

Teacher III 7 46.7%

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 Master Teacher I 3 20%

Master Teacher II 2 13.3%

Total 15 100

_______________________________________________________________________

Salary

Less than PHP 10,481 0 0

Between PHP 10,481 to PHP 20,962 0 0

Between PHP 20,962 to PHP 41,924 11 73.3

Between PHP 41,924 to PHP 73,367 4 26.7

Between PHP 73,367 to 125,772 0 0

Between PHP 125,772 to 209,620 0 0

PHP 209,620 and above 0 0

Total 15 100

______________________________________________________________________

Based on table 1, the dominant age group of the respondents is 46-60. Meanwhile,

93.33% of the respondents are female. Such result is expected since 86 percent of the total

population of teachers in the Department of Education are females (Esplada, 2010). In

addition, 53.3% have more than 21 years of experience in teaching which means some are

seasoned in their profession. Moreover, most of the respondents have Teacher III position

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in the field which yield 46.7% of the population. Furthermore, 11 out of 15 respondents

earned at most PHP 20,962 to PHP 41,924. This means most of them are low middle-

income class as such salary can be classified according to Zoleta (2021).

It can be gleamed from the result that teachers who have taught for several years

have more experience dealing with difficult times like the pandemic or natural calamities

and may have had attended more seminar workshop or training that may affect the

readiness to distance learning education (Kini & Podolsky, 2016). However, teachers with

longer service are by default in the older age group are relatively less tech savvy. Also,

most of the respondents are financially strained as more budget is needed to cater the

demands of education especially in the new normal. As Castro (2021) portrayed it,

teachers had to take out loans or use their own resources to cover school-related expenses

for distance learning in which such condition add burden for them.

Table 2. Teachers Perception toward Use of Printed Modular Distance Learning

Based on table 2, teachers’ perception towards use of printed modular distance

learning got a weighted mean of 2.1 which denote seldom.

Weighted Mean Interpretation

2.1 Seldom

This implied that the perception of teachers towards use of printed modular is not

quite satisfactory, easy, and handy in facilitating distance learning due to the fact that they

find such as stressful, hectic, and inefficient. They perceived that the new normal setting

seldom gave positive result to students’ academic learning and a reliable tool for effective

15
learning. Also, respondents assess that printing modules is hectic which give them

inadequate time to finish other tasks their school assigned to them and thereby creating

stress and less quality time for their families.

This result agrees with the studies of Lapada et. al. (2020) in which their

respondents face challenges caused by the new normal set-up such as stress, beating the

deadline and requirements set by the school and building emotional support to students

aside from teaching and learning.

CONCLUSION

The study aimed to determine the perception of the teachers towards use of printed

modular distance learning. The information accumulated in this study is essential as it is

conducted in the midst of the pandemic likewise to assess the perception of the teachers

towards the new normal educational system in our country. Teachers’ profiles reflect their

readiness towards the new normal setting wherein variables such as age, gender, years of

experience, position, and salary. In addition, teachers perceived that modular distance

learning is not satisfactory, easy, and handy since many of which view it stressful, hectic,

and stressful. Moreover, students’ academic learning was viewed as ineffective and

seldom gave positive result. Furthermore, preparing the learning material such as the

module cause insufficient time for the respondents to finish school-related tasks and their

respective families.

4.0 RECOMMENDATIONS

The result of the data gathered had provided evidences that it is perceived by

teachers that using printed modular is not effective in delivering education through

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distance learning. According to the findings of the study, the benefits of teachers in using

printed modular distance learning is that, they find printed modular not convenient in

delivering distance learning, they also perceived printed modular unreliable tool for

effective learning since the students were not able to understand the topic intensively.

Sometimes they were able to answer their modules and pass it on time but deemed to give

a negative result in accordance to their performances. Moreover, as a result of the study,

teachers find printed modular as useful strategy that can facilitate distance learning since

teachers would get enough time to complete the school work which was assigned to them.

With that, this entails that there were times that they enjoy teaching remotely.

Furthermore, they perceived printed modular distance learning as a challenge

since there were additional tasks for them to do especially in preparation with the

modules, thus, it means the more work for them to do, the less time they could spend with

their family. Which in that scenario, it is a challenge that needs to be addressed.

Through various challenges of printed modular distance learning, it was

recommended that: teachers should be more flexible in dealing with their responsibility

towards the community. The Department of Education should also not overlook the

psychological aspect of their teachers, they should strengthen a program which aim to

address psychological matters of teachers like counseling, seminars, and/or anything that

would help the teachers boost their mental stability. And lastly, parents should at least

have a daily or weekly feedback with regards to their students’ performances at home so

that it would be easy for the teachers to deliver effectively their lessons since parents do

cooperate in honing their child’s development.

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 APPENDIX A

In accordance of RA 10173 or the Data Privacy Act of 2012, all personal and/or sensitive
information solicited and disclosed from this questionnaire shall be only used for the study
alone. Rest assured that your responses in this instrument will be kept confidential.

Name (optional)
------
Age
-------
Gender

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-------
Years of experience in teaching

1. 1-4 years
2. 5-10 years
3. 11-15 years
4. 16-20 years
5. 21 and above

Present Position
Teacher I
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Head Teacher

Social Class
Salary
Less than PHP 10,481
Between PHP 10,481 and PHP 20,962
Between PHP 20,962 and PHP 41,924
Between PHP 41,924 and PHP 73,367
Between PHP 73,367 and 125,772
Between PHP 125,772 and 209,620
PHP 209,620 and above

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 APPENDIX B

Survey on Teachers Perception toward Use of Printed Modular

Distance Learning
Allows teacher to share their perception toward use of printed modular distance learning.

DIRECTION: Put check on the corresponding choice below.

Email address:__________________________
Name (Optional): _______________________

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 Frequency Scale
Items Always Frequently Sometimes Seldom Never
(5) (4) (3) (2) (1)

1. Do you find teaching o o o o o

remotely during the
COVID-19 pandemic
stressful?
2. Do you get enough time o o o o o
to complete the work
your school assigns?
3. Are you enjoying o o o o o
teaching your students
remotely?
4. Is it important to be o o o o o
flexible in teaching
during this pandemic?
5. Do you think distance o o o o o
learning gives a positive
result to your students?
6. Does student are able to o o o o o
answer all of their
modules and pass it on
time?

7. Is printed modular the o o o o o

most useful strategy that
can facilitate distance
Learning?
8. Do you find printed o o o o o
modular more
convenient?
9. Does printed modular o o o o o
give you
sufficient time for your
family?
10. Does student understand o o o o o
the topic
intensively with printed
modular?
11. Is printed modular a o o o o o
reliable tool for effective

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 learning?

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