Shifting from Modular to Face-to-face: Experiences of Grade 11 students

INTRODUCTION

Background of the Study

COVID-19 pandemic brought havoc to the world upon the wake of it. It has

spread across the globe, affecting practically all nations and territories. Multiple of cases

were recorded that resulted in shutting down all the means of normal living; including

the traditional face to face classes. Lockdown and social distancing measures due to

the pandemic have led to closures of schools, training institutes and higher education

facilities in most countries (Pokhrel et.al,2021).

The United Nations Education, Scientific, and Cultural Organization (UNESCO) has

been recognized that the coronavirus pandemic outbreak has impacted the education

system in the world (UNESCO, 2020). Worldwide, the pandemic exposed several

weaknesses in the higher education sector, necessitating abrupt changes to pedagogy,

international student and staff mobility, research laboratories, and institutional bottom

lines (Welch, 2022). The governments of different income level countries are using

different distance learning methods to continue education during school closures

(Vegas, 2020).

Meanwhile, according to UNESCO on 2020, the closure has affected more than 1.2

billion learners worldwide with more than 28 million learners in the Philippines.

Responses like community lockdown and community quarantine of several countries

have led students and teachers to study and work from home which led to the delivery
of online learning platforms (Crawford et al., 2020). However, the implementation of

online learning posed different risks, problems and challenges to both the teachers and

students, especially in the higher education institutions (HEIs) (Bao, 2020). In response

to these situations, educational leaders decided to adopt the new normal in education.

In response to the COVID-19 pandemic threat, the Department of Education (DepEd)

established the Basic Education- Learning Continuity Plan (BE-LCP) to allow students

to continue their education and teachers to conduct instruction in a safe working and

learning environment. As a result, DepEd implemented the distance learning approach,

including Modular Distance Learning (MDL), for the School Year 2020-2021 (Pator et

al., 2022).

Moreover, the term "distance learning" was coined by the Department of Education

to describe "learning that takes place between a teacher and a learner who are

geographically separated during instruction." Depending on the students' resources, this

technique has three delivery modalities: Online Distance Learning (ODL), Modular

Distance Learning (MDL), and Self-learning Module (TV/Radio-Based Instruction). By

the advancement of technology, online distance learning (ODL) can be fairly

dependable and efficient—as long as both sides (teachers and students) have a high-

quality computer and a consistent/fast internet connection. Modular Distance Learning

provides tailored instruction that allows learners to employ self-learning modules (SLMs)

in print or digital format/electronic copy, whatever is suitable to the learner. Other

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

other study materials, are available to Modular Distance Learning students. Blended

Learning is a type of learning that combines face-to-face instruction with one or more of
the following: online distance learning, modular distance learning, and TV/Radio-based

instruction.

Despite the threat of Covid-19 virus, the Vice President of the Philippines and the

Secretary of Department of Education, Sara Z. Duterte signed the DepEd Order No.

034, series of 2022 that sets all public schools and private schools shall return to face-

to-face classes starting on August 22 and will end on July 7,2023. The DO 034, series

of 2022 also states that no school shall be allowed to implement purely distance

learning or alternative delivery modes as provided in D0 21. (DepEd, 2022).

However, the return of face-to-face classes showed that modular learning amidst

the pandemic created learning gaps. According to Dargo and Dimas on 2021 in their

research entitled Modular Distance Learning: its effect in the academic performance of

learners in the new normal, the study revealed that the 2.25% decrease in the GWA of

learners after the implementation of MDL denotes a significant difference in their

academic performance. MDL strengthens family bonding, independent learning, and is

cost-effective. However, it is an additional workload to working parents, there is limited

teacher-learner interaction, learners lack socialization with other children and have no

exposure to significant school activities but are rather exposed to many distractions at

home. According to the Department of Education in Agusan del Sur, at the end of the

school year 2021-2022, a total of 4,056 learners showed learning gaps or difficulties in

the implementation of distance learning. Although the DepEd of Agusan del Sur,

pursues to aid this issue with the contextualized Learning Recovery and Continuity Plan

(LRCP) namely PADAJUN for the school year 2022-2023 (DepEd AgSur, 2022).
 Furthermore, this study to aims to explore the experiences of the Grade 11

Students of Sta. Josefa National High School-Senior High School in shifting from

modular classes to full face-to-face classes since the implementation of modular

learning.

Statement of the Problem

This study aims to investigate the experiences of Grade 11 students in Sta. Josefa

National High School- Senior High School in shifting from modular to face-to-face

learning. Specifically, it seeks to answer the following questions:

1. What are the practices of the students when shifting from modular learning to

face-to-face classes?

2. What are the challenges of the students?

3. What are the coping mechanisms that they used?

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