Teachers’ Experiences in The Implementation of Modular Distance Learning

School Year 2021-2022

A Classroom-Based Action Research

Presented to the Faculty of the

College of Education

Villaflores College

Tanjay City, Negros Oriental

In Partial Fulfilment
of the Requirements for the Subject
Spec 13 Language Education Research

By:

Abrasaldo, Rosie O.

Ferolino, Von Anjielo

Lastimoso, Syvel Mae L.

Quindo, Metchielan Y.

Ramirez, Getty Mae D.

Saycon, Jedon C.

July 30, 2022

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL

COLLEGE OF EDUCATION

This Classroom-Based Action Research (CBAR) titled, Teachers’ Experiences in

The Implementation of Modular Distance Learning School Year 2021-2022 was prepared

and submitted by Rosie O. Abrasaldo, Von Anjielo Ferolino, Syvel Mae L. Lastimoso,

Metchielan Y. Quindo, Getty Mae D. Ramirez, and Jedon C. Saycon. In partial

fulfillment of the requirements of the degree, Bachelor of Secondary Education with

specialization in English, particularly in the course SPEC 13 - English Language

Education Research, School Year 2021 - 2022 has been examined and accepted for

approval.

LTC Prof. Dr. DON VICENTE C. REAL

Professor in SPEC 13 & Adviser
Vice President for Academic Affairs

Prof. Dr. ELSIE C. ANINON

Dean College of Education & Graduate School 

   Prof. Ma. CRISTINA S. SAGUN, MBA         BEVERLY P. FLYNN

                   School Administrator       College President
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL

ii

Table of Contents

Title Page ……………………………………………………………………………i

Approval Sheet ………………………………………...……………………………ii

Abstract ……………………………………………………………………………..iv

Introduction …………………………………………………………………………1

Theoretical Framework of the Study ……………………………………………….4

Conceptual Framework of the Study ……………………………………………….6

Review of Related Literature ……………………………………………………….7

Related Studies …………………………………………….……………………….10
Statement of the Problem ………………………………...….……………………..13
Research Methodology……………………………………….………………...…...15
Research Respondents ……………………………………….…………………..…16
Sampling Procedure ………………………………………………………………...16
Survey Instrument ……………………………………….………………………….16
Procedure and Data Collection ……………………………………………………..17
Scope and Limitation of Study ……………………………………………………..20
Findings, Results, and Discussions …………………………………………………20
Conclusions, Recommendations, and Implications …………………………………33
References …………………………………………………………………………..36
Appendices ………………………………………………………………………….40
Appendix A – Questionnaire ………………………………………………………..40
Appendix B – Summary of Results …………………………………………………43
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL

iii
List of Tables
Table No. Table Title Page No.

Table 1.1 Profile of the Respondents in terms of Sex 21

Table 1.2 Profile of the Respondents in terms of Age 22

Table 1.3 Profile of the Respondents in terms of Educational 23

Attainment

Table 1.4 Profile of the Respondents in terms of Highest In- 24

Service Training Attended

Table 2 Extent of Teacher’s Willingness in the Implementation 25

of MDL toward TD

Table 3 Deterrent Factors in the Implementation of MDL in 27

Pandemic Time

Table 4 Significant Relationship between Teachers’ Profile and 29

the Extent of Teachers’ Willingness in the
Implementation of MDL in Pandemic Time

Table 5 Significant Relationship between Teachers’ Profile and 31

the Deterrent Factors in the Implementation of MDL in
Pandemic Time
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL

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List of Appendices

Appendix Title Page No.

Appendix A Questionnaire 40

Appendix B Summary of Results 43

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v
Abstract
Objective
The study examined the experiences of teachers in Tanjay High School
(Legislated) and Ilaud Elementary School, Tanjay City, Division of Negros Oriental in
the implementation of modular distance learning (MDL), the School Year 2021-2022.
Method

The study was a descriptive type. The data gathering procedure was given
personally to the teacher-respondents. Retrieval of the forms was collected in the same
procedure. Data gathered were statistically treated using the frequency distribution
method and analyzed using percentage, weighted mean, and Chi-square Test at a 0.05
level of significance using the software Interactive Chi-square Test of Kristopher J.
Preacher.

Results
The findings revealed that 19 or 73.08% of the 26 teacher respondents are female
within the age category of 30 and 39. Fifty-three point 85/100 (53.85%) of the
respondents earned with masteral units; and 15 or 57.69% of them had attended in-
service trainings in the national level. Respondents have shown a very willing descriptive
rating in the implementation of the MDL toward transactional distance. Parents’
reluctance to interface with teachers due to fear of the existing COVID-19 pandemic as
the highest deterrent factor in the implementation of MDL.

Conclusions

Teachers' experiences with the implementation of the modular distance learning,

not because they are employed by the Department of Education, but rather because it is
their professional and moral obligation to provide guidance to the students who have
relied on the fundamental education preparation appropriate to their educational level.
Therefore, we conclude that the profile characteristics do not significantly affect each
other, nor have they influenced how willing people are to use the modular distance
learning (MDL). It goes without saying that the teachers' natural qualities of service,
love, and devotion to their students regardless of time, place, or circumstances serve as a
guidance and motivation for their willingness to serve. It is obvious that the usage of
modular distance learning, which was completely devoid of face-to-face instruction,
resulted in asynchronous communication between the teacher and students. Lastly, the
strong partnership between teachers and parents, who spoke on behalf of their children
when receiving the learning materials in module forms, helped to reduce the transactional
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL

distance by guiding their school-age children (enrolled in the 2020–2021 school year) in
the teaching–learning process that took place at home.

vi
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Introduction

The term " modular distance learning" refers to the use of technology to bridge a

physical divide, - the teachers and students’ separation (Matthews, 1999). Although,

Distance learning is not the only viable option. In higher education, there is a new notion,

since the beginning of the postal service in the nineteenth century, colleges have offered

distance education to students all around the country (IHEP, 1999).

The new normal education along with the different modalities faced different

disapprovals at first because of the risk but with the effort of the education sectors in the

Philippines it is done systematically for the goal of continuing education despite the

pandemic. There are different safety measures being implemented by the IATF or the

Inter-Agency Task Force in order to prevent and mitigate the spread of Covid-19 while

the teaching and learning process continues in the country to protect the teachers, parents

and students’ health and welfare. Some of the safety protocols includes: proper sanitation

of the schools where modular learning is implemented by providing alcohol stand in

every classroom for the parents’ use, sanitizing footbath mats in every room’s doorsteps,

wearing face mask and face shield is a must for the teachers and parents and social

distancing is strictly executed. For the online learning and other modalities where parents

and their children stay at home as well as the teachers, they are prescribed to do proper

hand washing and regular sanitizing of their homes (Anzaldo, 2021).

Most of the learners prefer the modular modality (in print copies) especially in the

rural areas where internet connection is not always available. They are learning with the

help of their parents or guardians who are now acting as their teachers at home. In
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
2

response to the pandemic, DepEd issued Order No. 12, s. 2020, An Adoption of the Basic

Education Learning Continuity Plan (BE-LCP) for the School Year 2020-2021 to ensure

that learning opportunities are provided to learners in a safe manner, through different

learning delivery modalities (Alejo, 2021).

DepEd introduced various alternative learning delivery modalities depending on

students’ available resources. On the other hand, while home-schooling programs are

already being offered by private schools and accredited home school providers, the

implementation of home schooling in public schools is considered as a new practice and

the policies for its implementation are still being developed. However, the learning

continuity plan (LCP) emphasizes that DepEd must adopt alternative modes of delivery

of learning where face-to-face learning is not possible. Moreover, the LCP identifies

three learning delivery modalities (LDMs) that schools may implement: distance learning

(DL), blended learning (BL), and homes-schooling (HS). Thus, only MDL option is

adopted by the public schools using distance learning (Alejo, 2021).

Hence, the Schools Division of Tanjay City in School Year 2021-2022 has

implemented the Distance Learning using printed modules in Modular Distance Learning

(MDL) in the delivery of instruction. The decision was based on the division-wide

consolidation of the learner enrolment survey form (LESF), of which majority of the

parents prefer using printed self-learning modules (SLMs). Modular learning is a form of

distance learning that uses SLMs based on the most essential learning competencies

(MELCS) provided by DepEd. The modules include sections on motivation and

assessment serving as a complete guide for both teachers and students’ desired
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
3

competencies. Teachers will monitor the learners’ progress through home visits

(following social distancing and health safety protocols) and feedback mechanisms, and

guide those who need special attention (Alejo, 2021).

Hence, the purpose of this study is to explore the teachers’ experiences and

examine the deterrent factors in the implementation of Modular Distance Learning

Modality in pandemic time in Tanjay City Division. The research utilization plan

highlights the intervention program – the parents’ literacy enhancement program (PLEP)

to improve the delivery of distance learning in school.

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Theoretical Framework of the Study

Moore’s Theory of Transactional Distance

This study is anchored on Moore’s Transactional Distance Theory and further

explained and interpreted by Saba and Shearer’s System Dynamics Model.

Transactional Distance. Moore’s (1990) concept of “transactional distance”

encompasses the distance that, he says, exists in all educational relationships. This

distance is determined by the amount of dialogue that occurs between the learner and the

instructor, and the amount of structure that exists in the design of the course. Greater

transactional distance occurs when an educational program has more structure and less

student-teacher dialogue, as might be found in some traditional distance education

courses. Education offers a continuum of transactions from less distant, where there is

greater interaction and less structure, to more distant, where there may be less interaction

and more structure. This continuum blurs the distinctions between conventional and

distance programs because of the variety of transactions that occur between teachers and

learners in both settings. Thus, distance is not determined by geography but by the

relationship between dialogue and structure. Moore attempted for the first time to define

distance education in 1990 and later articulate a theory which he later called transactional

distance theory looking at the inner working of distance education (1980). In his paper,

Three Types of Interaction (1989), Moore pointed out 3 interactions that formed dialogue

of the instructor-learners, learner-content, learners-learners. But Moore also pointed out

silent or internal interaction with a distant instructor or author. This could be understood

learner-content interaction. When describing dialogue, Moore considered the role of

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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teachers and learners’ personality which in turn is a factor that made up learner

autonomy, and because structure also determines dialogue, the set of three variables are

linked together. While analysing structure purely from the flexibility angle, Moore

suddenly pointed to appropriately structured and well-structured materials to reduce

transactional distance (1990, p. 27). In his interview by Tony Bates and Sir John Daniel,

Moore (2016) stated that the original intent was that to bring education to those who

could not acquire it in a traditional fashion.

In similar vein, Saba and Shearer (1994) carry the concept of transactional

distance a step farther by proposing a system dynamics model to examine the relationship

between dialogue and structure in transactional distance. In their study, Saba and Shearer

conclude that as learner controls and dialogue increases, transactional distance decreases.

It is not location that determines the effect of instruction but the amount of transaction

between learner and instructor. This concept has implications for traditional classrooms

as well as distant ones. The use of integrated telecommunication systems may permit a

greater variety of transactions to occur, thus improving dialogue to minimize

transactional distance.

This study was embedded with Moore’s Transactional Distance Theory because it

seeks to determine the amount of willingness of teacher to intervene with the

communication gap and psychological space of understanding as described by Moore.

Thus, providing quality and appropriate intervention materials. Furthermore, as

emphasized by Saba and Shearer, this study suggests the use of integrated

telecommunications system for a variety of interaction between the learner and teacher.
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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Conceptual Framework of the Study

Experiences of teachers plays a vital role in the implementation of modular

distance learning in the school year 2021-2022. In the pursuit of the study, the profile of

the respondents has been considered. Respondents’ profile in terms of sex, age,

educational attainment, and highest in-service training attended were the primary inputs.

Along with it, is the extent of teachers’ willingness in the implementation of MDL

toward transactional distance; and the deterrent factors in the implementation of MDL in

pandemic time were considered.

These inputs were gathered using questionnaire instrument which was formulated

and distributed to the respondents. It was retrieved for the tallying of data. The tallied

data were used to determine the findings, conclusions, and recommendations as basis in

the formulation of the research utilization plan towards the effective implementation of

MDL in the ensuing school years if the new normal policy stays.

The output of this study is the Teachers’ Experiences in the implementation of the

Modular Distance Learning in the School Year 2021-2022 where specific objectives and

steps were highlighted and aligned with the transactional distance theory.
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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Review Related Literature

This section of the study describes the perspectives and opinions from different

people, agencies, and the like relative to distance learning.

Related Literature

Transactional distance, the perception of psychological distance between the

student and his peers, his instructor/teacher, and the learning content, has long been a

prominent construct in research on distance education. Today, distance education

primarily takes place over the internet, with technology mediating engagement and

communication. Because transactional distance in online distance learning will always

rely on technologically mediated communication or interaction, we argue that in order to

get the full picture, this aspect of technological mediation needs to be considered (Joshua

Weidlich & Theo J. Bastiaens, 2018). Many schools in the world have already been

thinking about more innovative ways to deliver an education that is driven by students,

that is more oriented toward purpose and meaning, and that is more global (Wehmeyer &

Zhao 2020; Zhao, Emler, Snethen, & Yin, 2019).

On the contrary, slow, or unreliable internet, cost of connection, technophobia,

insufficient 21st-century technological skills, and lack of devices (Alvarez, 2020;

Mathew & Iloanya, 2016; Lynch, 2020) are some of the hindrances to the distance

learning of the students. Whether negative or positive results of emergency remote

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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teaching, the educational systems worldwide are left with no choice but to experience and

accept the great and rapid changes (Hung, Chou, Chen & Own, 2010) in adopting the

concepts of emergency remote education (Bozkurt & Sharma, 2020).

Similarly, technological literacy and pedagogical knowledge are a concern for

first-time distance learning teachers (Bhaumik & Priyadarshini, 2020; Kayaduman &

Demirel, 2019). The challenges also include the need to stimulate innovative practice

(Arinto, 2016; Talidong, 2020) among the teachers and the need to sustain innovative

practice among the innovators and these needs are particularly contextualized as a result

in the Philippine setting. Moreover, the teachers revealed in a study that the greatest

challenge they have is to create connections with their students and achieve a productive

learning environment to engage the students (Alvarez, 2020). Aside from this, it was also

cited that there is a reduce on the quality of education, increased training costs, faculty

resistance, financial constraints, misaligned course content, increased cost of updates on

technology, less teacher-student interaction, to name but a few, are some of those

challenges facing distance learning (Palvia et al., 2018).

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 (DepEd No. 21 s. 2019, pp. 96). 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. The teacher supervises and monitors the learner’s progress and

provides remediation and enhancement when needed and possible. Assistance may be
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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provided by a learning facilitator who may be a parent or any member of the family, or a

community stakeholder.

Due to lack of internet access to some students and the schools' dearth resources

(Morgan, 2020), students may not be able to take advantage of the learning opportunities

in remote instruction. However, schools must seek to incorporate platforms that can work

even offline and do not require long-term payment. While acknowledging that face-to-

face interaction is significant to building interpersonal relationships that technology

cannot replace (Devine, Stewart & Benade, 2020), under COVID-19 circumstances.

However, it is logical to assume that time right now is the new normal in schooling (Tria,

2020).

So far, DepEd is doing a good job in keeping with face to face interactive-class-

teaching or traditional education since time immemorial. However, as we face our reality,

calamities and crisis that are seemingly out of control, changing nature of our

environment like climate change and disease mutation, we brace ourselves and consider

and find ways to continue our service toward educating our people. How are we going to

do just that as we lack internet services in most schools, utilities, and budget? The answer

is the teacher’s talent or ability to be resourceful, innovative, and creative in every way.

(J.D. Macusi, 2020).

It should be noted that distance learning is more innovative in delivering

education with the use of technology. However, there are predominant factors where the

use of technology in delivering learning is not possible especially in most places in the

province of Negros Oriental. DepEd had its initiative to provide every learner in the
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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Philippines the opportunity to access education even in remote places through printed

modules described as modular distance learning. Hence, face-to-face classes are not

possible in the Philippine education system for the School Year 2020-2021.

Review of Related Studies

This section presents the studies and investigations relative to this research which

emphasized the use of distance learning in the delivery of education.

Related Studies

Abuhassna and Yahaya (2018) investigated the efficacy of an interventional

online module based on Moore’s Transactional Distance Theory on students’ learning

autonomy and satisfaction regarding the utilization of distance learning. They concluded

that, online learning platforms potentially increase students’ engagement and

interactivity, thus contributing toward enhancing students’ satisfaction with distance

learning. The researcher has applied the theories and strategies of distance learning to

contribute the first distance learning research and endeavor in Palestine.

Fatma Gizem (2019) studied the impact of different forms of feedback

(text/image/video) on the Transactional Distance (TD) perceptions and critical thinking

skills (CTS) of the learners in online collaborative discussions. The study was designed

as a quasi-experimental study and was carried out with the participation of 104 pre-

service teachers. TD Scale (TDS) and Critical Thinking Standards Scale (CTSS) were

used as data collection instruments. The findings revealed that whilst the form of

feedback had a significant difference on TD perception, it did not create a significant

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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difference on CTSS. When the impact of feedback form on TD perception of the learners

was examined, it was seen that the group with the lowest TD perception was the one

which was given video-based feedback in online discussions. This group was followed by

the groups to whom image-and text-based feedback was given.

Randy Joy M. Ventayen (2017) explored the readiness of the teachers of the

Department of Education in Open and Distance Education Environment which includes

technical skills, experience with online teaching and learning, attitudes toward online

learning, and time management and commitment. The respondents were the elementary

and secondary teachers of the Department of Education who are enrolled in the

Pangasinan State University, Open University Systems taking up Master’s or Doctorate

degrees in Educational Management. This study concludes that majority of the

respondents are ready for online teaching. Despite the neutral experience in online

teaching, the attitude of the teachers in oDel is positive that contributes to the readiness of

teachers. It is recommended that the Department of Education should focus on long-term

implementation to support the growing need for distance learning and technological

adaptation.

Cristobal M. Ambayon (2020) investigated the modular-based approach and

students’ achievement in literature. The study used comparative-experimental research

design. The results revealed that the developed module consisted of excellent contents,

relevance, and mechanics as evaluated by experts in the area. The module was also

assessed by the students as highly acceptable, valid, reliable, and usable. The students

were divided into control and experimental groups. The groupings were based on their

GPA during the previous semester. While the experimental group utilized the developed
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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module, the control group did not. The test instruments were the different exercises given

every after the topics which lasted for one hour every session. Based on the results, the

performance of the college students in literature in experimental group had improved

from poor to excellent achievement, whereas the control group had relatively improved

from poor to fair achievement. Hence, it is recommended that the module be used in

similar contexts particularly in learning mythology and folklore.

Ariel F. Melad (2016) found out the effectiveness of module in teaching

mathematics, specifically on quadratic function. The use of self-instructional program

plays an important role in teaching Mathematics. Self-instructional program is useful not

only to the fast learner group of students but also to the remedial teaching for low

achievers as well. The practice of modular approach as a remedial teaching material like

the Quadratic Function significantly increased the achievement level of the students,

especially the experimental group. After the remedial teaching is done, statistically there

is a significant difference between the achievement level between the experimental group

and the control group. This means that the experimental group achieve better

performance level than the control group. The experimental group was given a module

while the control group was taught using the traditional way using the chalk-talk method.

After the completion of the remedial lessons the post-test was administered to both

groups to assess the students. After the remedial teaching, it was found out that the

experimental group performs better in their academic performance compared to the

control group.

As described by the different proponents, distance learning can be in the form of

online, printed, and blended. However, this study highlights the use of MDL as an
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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important tool in creating a positive and increasing interaction between the teacher and

the learner in a distant environment. Further, the studies revealed that MDL improves

learner autonomy-ability to manage new situations, sensibility to others and

independence. Thus, providing learner-centered and self-instructional module.

Statement of the Problem

The study examined the teachers’ experiences in the implementation of Modular

Distance Learning (MDL) in pandemic time, School Year 2021-2022. Specifically, it has

sought to answer the following problems:

1. What is the profile of the respondents in terms of:

1.1. sex;

1.2. age;

1.3. educational attainment; and

1.4. highest in-service trainings attended?

2. What is the extent of teachers’ willingness in the implementation of Modular

Distance Learning toward transactional distance?

3. What are the deterrent factors in the implementation of Modular Distance Learning in

pandemic time?

4. Is there a significant relationship between the teachers’ profile and the extent of

teachers’ willingness in the implementation of Modular Distance Learning in

pandemic time?
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5. Is there a significant relationship between the teachers’ profile and the deterrent

factors in the implementation of Modular Distance Learning in pandemic time?

Statement of the Hypothesis

Ho1 There is no significant relationship between the teachers’ profile and the extent of

teachers’ willingness in the implementation of Modular Distance Learning in pandemic

time.

Ho2 There is no significant relationship between the teachers’ profile and the deterrent

factors in the implementation of Modular Distance Learning in pandemic time.

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Methodology

Research Method

The researcher adopted a quantitative research method. The survey questionnaire

forms were utilized in data gathering relative to the teachers’ experiences in the

implementation of MDL in pandemic time. It is a descriptive study because it has

described the status of an independent variable which is the teachers’ profile.

Furthermore, it is a correlational study because it attempts to determine the extent of

relationship between two or more variables which establish relationship between the

teachers’ profile and teachers’ willingness in the implementation of the MDL, and the

teachers’ profile and the deterrent factors in the implementation of MDL in pandemic

time.

Research Environment

The City of Tanjay is the local of the study. It is one of the six (6) cities and

twenty (20) municipalities in the province of Negros Oriental. It is fourth-class city with

a population of approximately 82,642 people including children. It is composed of 24

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barangays with an area of 276.05 km2/106.58 square miles which constitutes 5.09% of

Negros Oriental’s total area. The researchers focus on the selected school of Ilaud

Elementary School and Tanjay High School (Legislated) as the respondents of the study.

Research Respondents

The respondents of this study are the elementary and secondary public-school

teachers of Tanjay High School (Legislated) and Ilaud Elementary School in Tanjay City.

The target sample size is at least 13 teachers from each school, making a total of 26

respondents.

Sampling Procedure

The survey questionnaire was utilized to determine the teachers’ experiences in

the implementation of MDL. The data gathering procedure was given personally to the

teacher-respondents. Retrieval of the forms was collected in the same procedure.

The random sampling technique was used to provide every respondent in a

research universe to get the opportunity to be selected and participate in the study.

Permission to administer the questionnaire forms to the respondents in the different

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
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schools in Tanjay City was secured first from Dr. Don Vicente Real, Vice President for

Academic Affairs at Villaflores College, Tanjay City.

Survey Instrument

To determine relevant data for this study, the researcher developed a

questionnaire in three (3) parts. These are the, (1) respondents’ profile, (2) extent of

teachers’ willingness, and the (3) deterrent factors. It was statistically tested for its

reliability and validity using the Cronbach's Alpha (α) with 0.80 reliability and validity

through the Statistical Package for the Social Sciences (SPSS Application). The pre-

testing was done outside the local of the study.

Procedures and Data Collection

Data collection took place in May 2022. It started by asking permission from the

School Principal for the participation of the teachers. The questionnaires were

administered directly personally to the teacher-respondents. Retrieval of the forms was

collected in the same procedure. The data were gathered, tabulated, and interpreted using

the statistical tools. Simple frequency and percentage distribution statistically treated the

first problem - the profile of the respondents. The Likert’s 5-point scale of teachers’

willingness and the deterrent factors in the implementation of MDL with the assistance of

statistician for the validity and reliability of the results.

Statistical Treatment of Data

Problem No. 1 employed the frequency distribution and finding the percentage.
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
18

Percentage – is determined by dividing the part by the whole multiplied by 100.

Formula:

ƒ
P= x 100
n

Where:
P = Percentage
f = Frequency

n = Total Number of Respondents

100 = Constant Number

Problem Nos. 2 and 3 employed the weighted mean using the Likert’s 5-point scale.

Weighted Mean – was used to determine the extent of teachers’ willingness

toward transactional distance and the deterrent factors in the implementation of MDL in

pandemic time.

Formula:

Ʃƒw
X=
n

Where:

X = Weighted Mean

ƒ = frequency

w = weight

Ʃ = Summation

n = Total Number of Respondents

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
19

Likert’s 5-Point Scale – Extent of Teachers’ Willingness

4.21 - 5.00 - Very Much Willing (VMW)

3.41 - 4.20 - Very Willing (VW)

2.61 - 3.40 - Willing (W)

1.81 - 2.60 - Moderately Willing (MW)

1.00 - 1.80 - Not Willing (NW)

Likert’s 5-Point Scale – Deterrent Factors

4.21 - 5.00 - Always (A) defined as at all instances/places

3.41 - 4.20 - Often (O) defined as many instances/places

2.61 - 3.40 - Sometimes (Som) defined as on some instances/places

1.81 - 2.60 - Seldom (Sel) defined as in few instances/places

1.00 - 1.80 - Never (N) defined as at no instance/place

Problem Nos. 4 and 5 employed the Chi-square test using the software Interactive Chi-

square Test of Kristopher J. Preacher.

Chi-square – was used to determine the significant relationship between the

teachers’ profile and the extent of willingness and the relationship between the teachers’

profile and the deterrent factors.

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
20

Formula:

x² = Ʃ(fo-fe)2
fe

Where:

X² = Chi-square Test

fo = Observed Frequency

fe = Expected Frequency

Scope and Limitation of the Study

This assessed the teachers’ experiences in the delivery of Modular Distance

Learning Modality and the deterrent factors in the implementation of schools in Tanjay

City, School Year 2021-2022. The data have been drawn out from the questionnaire form

after the retrieval from the teacher-respondents who constituted the sample size

representation from the selected public elementary and secondary schools in Tanjay City.

Findings, Results, and Discussion

To complete this study, it is necessary to analyze the data collected to test the

hypothesis and answer the research questions. As already indicated in the preceding

chapter, data are interpreted in a descriptive form. 

The analysis and interpretation of data is carried out in tabular forms which is

based on the results of the questionnaire and deals with a quantitative analysis of data.

Data gathered through the questionnaire were subjected to frequency counts. In other
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
21

words, the subjects’ responses for each individual question were added together to find

the highest frequency of occurrence (i.e. the number of times that a particular response

occurs). The collected questionnaires were checked, tallied, presented, and analyzed

using percentage, weighted mean and chi-square test at 0.05 level of significance. The

data are exhibited in the order of the problem statement using tabular forms.

Respondents’ Profile
Table 1.1

Profile of the Respondents in terms of Sex (n=26)

Frequency Percentage
Sex Rank
(f) (%)
          Male 7   26.92 2
          Female 19   73.08 1
          Total   26 100.00

Table 1.1 indicates that out of 26 teachers, 7 are male and 19 are female. One may

safely conclude that the overall results reveal that most of the teachers in Tanjay High

School (Legislated) and Ilaud Elementary School are female with the percentage of

73.08%.

Roxanne T. Bungco et al., (2019) on the Paradox of Being a Female Teacher,

stated that the Filipino formal educational system is being patterned from the United

States, that these conditions of female teachers had similarly been passed on and

perpetuated in the Philippine educational system. Further, she added that at present, even
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
22

if the profession has improved greatly over time, it remained widely considered as a

“woman’s work” which is often equated to less prestige and less pay. Moreover, it is

therefore conceived that the above results imply that there are more women in the

teaching profession nowadays.

Table 1.2

Profile of the Respondents in terms of Age (n =26)

Frequency Percentage
Age Rank
(f) (%)
30 to 39 10 38.46 1
40 to 49 5 19.23 3.5
50 to 59 5 19.23 3.5
60 and Above 6 23.08 2
Total x=47.19 years 26 100.00

As shown in Table 1.2, the respondents’ profile in terms of age is grouped into

four (4) categories: ages 30 to 39; ages 40 to 49; ages 50 to 59; and ages 60 and above.

The table further presents its corresponding frequency, percentage, and rank. The first

age group has 10 respondents or 38.46%, rank 1; the second age group has 5 respondents

or 19.23%, rank 3.5; the third age group has 5 respondents or 19.23%, rank 3.5; and the

fourth age group has 6 respondents or 23.08%, rank 2. This implies that majority of the
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
23

teachers in Tanjay High School (Legislated) and Ilaud Elementary School are in the age

category of 30 to 39. The average age of the respondents is 47.19 years.

Moreover, this table shows the age categories of the respondents who took part in

the completion of the questionnaires and the allocation of questionnaires to various age

groups was in no way influenced by bias. Hence, a true reflection of the researcher’s

impartiality in the distribution of questionnaires.

Table 1.3

Profile of the Respondents in terms of Educational Attainment (n =26)

Frequency Percentage
Educational Attainment Rank
(f) (%)
Bachelor’s Degree (BEED/BSED) 9 34.62 2
With Masteral Units 14 53.85 1
Master’s Degree/Doctor’s Degree 3 11.54 3
Total 26 100.00

As illustrated in table 1.3, out of 26 respondents, 9 or 34.62% are holders of

bachelor’s degree, rank 2; 14 or 53.85% have masteral units, rank 1; and 3 or 11.54% are

master’s degree/doctor’s degree holder, rank 3

The results reveal that majority of the respondents are enrolled in the graduate

programs to achieve mastery of a specialized field of study, development of original, and

critical thinking, demonstration of problem-solving skills that prepare the degree holder
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
24

for advance instruction and leadership positions in the areas of research, creative work, as

well as the practice of his or her profession and to achieve clear progression beyond basic

education baccalaureate/undergraduate education (CHED M.O. no.15, s.2019). Others

may use their degree or units in graduate studies as basis for promotion in the Department

of Education.

Table 1.4 

Profile of the Respondents in terms of Highest In-service Training Attended (n =26)

Frequency Percentage
Highest In-service Trainings Attended Rank
(f) (%)
Division 7 26.92 2
Regional 4 15.38 3
National 15 57.69 1
Total 26 100.00

As evident in Table 1.4, the respondents have attended trainings in the division

level, regional level, and national level. Seven or 26.92% have attended in the division

level, rank 2; 4 or 15.38% in the regional level, rank 3; and 15 or 57.69% in the national

level, rank 1.

This can be deduced that the respondents have been upskilling and reskilling

themselves by attending in-service trainings in the district/division/regional/national level

 TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
25

to achieve a better learning outcome (D.O. No. 50, s. 2020). Professional development is

also reflected in the KRA 4 of the Individual Performance and Review Form (IPCRF) of

teachers in the DepEd. More so, by adhering to the mandates of Republic Act No. 10912,

otherwise known as the Continuing Professional Development (CPD) Act of 2016,

teachers are required the CPD as the mandatory requirement for the renewal of

professional license every 3 years.

Table 2 

Extent of Teacher’s Willingness in the Implementation of MDL toward TD (n =26)

Weighted Verbal
Indicators Rank
Mean Description

2.2.1. Writing of modules aligned with the 

3.35 Willing 9
provisions of MELC
2.2.2. Reproduction of modules using personal 3.42 Very Willing 8
resources (ex. printers, bond papers, ink etc.)
2.2.3. Orientation of parents in their roles and
Very Much
functions in the implementation of modular 4.27 4.5
Willing
distance learning (MDL)
2.2.4. Communicating learners in their Weekly
4.00 Very Willing 7
Home Learning Plan (WHLP)
2.2.5. Conduct of simulation in modular distance
4.19 Very Willing 6
learning
Very Much
2.6. Prompt distribution of modules to parents 4.53 1
Willing
2.2.7. Prompt retrieval of modules from parents 4.27 Very Much 4.5
 TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
26

Willing
2.2.8. Assessment of learners’ outputs according to Very Much
4.31 3
D.O. No. 31, s.2020 and D.O. No. 8, s.2015 Willing
2.2.9. Reproduction of supplementary materials for Very Much
4.50 2
struggling learners Willing
Overall Weighted Mean 4.09 Very Willing

Legend:

4.21 - 5.00 - Very Much Willing (VMW)

3.41 - 4.20 - Very Willing (VW)

2.61 - 3.40 - Willing (W)

1.81 - 2.60 - Moderately Willing (MW)

1.00 - 1.80 - Not Willing (NW)

Table 2 reflects the extent of teachers’ willingness in the implementation of MDL

in time of COVID-19 pandemic. Results reveal that the respondents have been very

willing in the implementation of MDL with an over-all weighted mean of 4.09. The

Indicator 2.6 has the highest weighted mean of 4.53 or very much willing, rank 1. It can

be inferred that the respondents are very much willing to distribute the modules to the

parents as scheduled every Monday. Indicator 2.1 has the least weighted mean of 3.35, as

willing. This reveals that the teacher-respondents in Tanjay High School (Legislated) and

Ilaud Elementary School are still willing in the writing of modules aligned with the

provisions of MELC.

According to the Moore’s theory, there are three main components of

transactional distance. The first two are dialog and structure – which relate to teaching
 TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
27

procedures and the curricula, thirdly, autonomy– which relates to students’ behaviours.

The results above can be noted that the teacher respondents are eminently willing to

increase dialogue and structure between them and their learners to enhance

understanding, whereby transactional distance decreases. Thus, improves and increases

learner’s autonomy.

Table 3

Deterrent Factors in the Implementation of MDL in Pandemic Time (n =26)

Weighted Verbal
Indicators Rank
Mean Description

3.3.1. Insufficient funds for module reproduction 2.5 Seldom 8

resulting to more or less 1:4 ratio
3.3.2. Parents’ resistance to assume mentorship
3.23 Sometimes 3
responsibility 
33.3. Parents’ low educational background resulting 2.19 Sometimes 4
to less desire in coaching their children
3.4. Inadequate information drive towards school
2.62 Sometimes 7
health and safety protocols 
3.3.5. Students' resistance to engage in study-at- 3.15 Sometimes 5.5
home approach
 TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
28

Weighted Verbal
Indicators Rank
Mean Description

3.3.1. Insufficient funds for module reproduction 2.5 Seldom 8

resulting to more or less 1:4 ratio
3.3.2. Parents’ resistance to assume mentorship
3.23 Sometimes 3
responsibility 
33.3. Parents’ low educational background resulting 2.19 Sometimes 4
to less desire in coaching their children
3.4. Inadequate information drive towards school
2.62 Sometimes 7
health and safety protocols 
3.3.6. Physical distance from school to home (vice-
versa) in the distribution and retrieval of 3.46 Often 2
modules
3.3.7. Reluctance on the part of parents to interface
with teachers due to fear of the existing 3.92 Often 1
COVID-19 pandemic
3.3.8. Reluctance on the part of teachers to interface
with parents due to fear of the existing COVID- 3.15 Sometimes 5.5
19 pandemic
        Overall Weighted Mean 3.15 Sometimes

Legend:

4.21 - 5.00 - Always

3.41 - 4.20 - Often

2.61 - 3.40 - Sometimes

1.81 - 2.60 - Seldom

1.00 - 1.80 - Never

Table 3 displays the factors that deter the implementation of MDL in pandemic

time. As evident, the over-all weighted mean is 3.15 with a descriptive rating of
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
29

sometimes. This can be viewed that the respondents have seen that the indicators above at

some instances than can deter the implementation of MDL.

Indicator 3.7 has the highest weighted mean of 3.92 described as often, rank 1.

This implies that the respondents have observed that parents’ reluctance of interfacing

with teachers due to fear of the existing Covid-19 pandemic plays a vital role in

facilitating learning to their children. Indicator 3.6 rank 2 as a deterrent factor in the

implementation of MDL has a weighted mean of 3.46, often.

Indicator 3.2 has a weighted mean of 3.23, sometimes, rank 3 as a deterrent factor

in the implementation of MDL. Dr. Stephen Brookfield (2006) in his writing, The Skillful

Teacher, said there are six reasons why students resist learning, such as, poor self-image

as learners, fear of the unknown, disjunction between learning and learning styles,

apparent irrelevance of the learning activity, inappropriate level of required learning and

students’ dislike of teachers.

Table 4

Significant Relationship between Teachers’ Profile and the Extent of Teachers’

Willingness in the Implementation of MDL in Pandemic Time (n = 26)
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
30

x² x²
Profile of the Level of Decision
Computed Tabular DF Remarks
respondents Significance Rule
Value Value

Not Accept
Sex 1.76 5.99 2 0.05
Significant Ho
Not Accept
Age 4.08 12.59 6 0.05
Significant Ho
Educational Not Accept
1.2127 9.35 4 0.05
Attainment Significant Ho
Highest in-
Service Not Accept
3.21 9.35 4 0.05
Training Significant Ho
Attended

Sex

At 0.05 level of significance and 2 degrees of freedom, the computed Chi-square

value of 1.76 is lesser than the tabulated Chi-square value of 5.99. Thus, the null

hypothesis is accepted. There is no significant relationship between the respondents’

profile in sex and the extent of willingness in the implementation of MDL toward TD.

Age

At 0.05 level of significance and 6 degrees of freedom, the computed Chi-square

value of 4.08 is lesser than the tabulated Chi-square value of 12.59. This gives the

decision rule to accept the null hypothesis. There is no significant relationship between

the respondents’ profile in age and the extent of willingness in the implementation of

MDL toward TD.

Educational Attainment
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
31

At 0.05 level of significance and 4 degrees of freedom, the computed Chi-square

value of 1.2127 is lesser than the tabulated Chi-square value of 9.35. This leads to the

acceptance of the null hypothesis. There is no significant relationship between the

respondents’ profile in educational attainment and the extent of willingness in the

implementation of MDL toward TD.

Highest In-service Trainings Attended

At 0.05 level of significance and 4 degrees of freedom, the computed Chi-square

value of 3.21 is lesser than the tabulated Chi-square value of 9.35. This gives the decision

rule to accept the null hypothesis. There is no significant relationship between the

respondents’ profile in highest in-service trainings attended and the extent of willingness

in the implementation of MDL toward TD.

Table 5
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
32

Significant Relationship between Teachers’ Profile and the Deterrent Factors in the
Implementation of MDL in Pandemic Time (n = 26)
x² x²
Profile of the D Level of Decision
Computed Tabular Remarks
respondents F Significance Rule
Value Value

Not Accept
Sex 4.4911 5.99 2 0.05
Significant Ho
Not Accept
Age 6.3554 12.59 6 0.05
Significant Ho
Educational Not Accept
2.2688 9.35 4 0.05
Attainment Significant Ho
Highest in-
Not Accept
Service Training 2.7509 9.35 4 0.05
Significant Ho
Attended

Sex

At 0.05 level of significance and 2 degrees of freedom, the computed Chi-square

value of 4.4911 is lesser than the tabulated Chi-square value of 5.99. Thus, the null

hypothesis is accepted. There is no significant relationship between the respondents’

profile in sex and the deterrent factors in the implementation of MDL.

Age

At 0.05 level of significance and 6 degrees of freedom, the computed Chi-square

value of 6.3554 is lesser than the tabulated Chi-square value of 12.59. This leads to the

acceptance of the null hypothesis. There is no significant relationship between the

respondents’ profile in age and the deterrent factors in the implementation of MDL.

Educational Attainment
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
33

At 0.05 level of significance and 4 degrees of freedom, the computed Chi-square

value of 2.2688 is lesser than the tabulated Chi-square value of 9.35. This gives the

decision rule to accept the null hypothesis. The respondents’ profile in educational

attainment and the deterrent factors in the implementation of MDL are not significant. It

can be noted that the determined deterrent factors are learners and parent’s related

matters.

Highest In-service Training Attended

At 0.05 level of significance and 4 degrees of freedom, the computed Chi-square

value of 2.7509 is lesser than the tabulated Chi-square value of 9.35. Thus, the decision

rule is to accept the null hypothesis. There is no significant relationship between the

respondents’ profile in highest in-service trainings attended and the deterrent factors in

the implementation of MDL in pandemic time. 

Conclusions, Recommendations, and Implications

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
34

Conclusions

Teachers' experiences with the implementation of the modular distance learning,

not because they are employed by the Department of Education, but rather because it is

their professional and moral obligation to provide guidance to the students who have

relied on the fundamental education preparation appropriate to their educational level.

Therefore, we conclude that the profile characteristics do not significantly affect

each other, nor have they influenced how willing people are to use the modular distance

learning (MDL). It goes without saying that the teachers' natural qualities of service,

love, and devotion to their students regardless of time, place, or circumstances serve as a

guidance and motivation for their willingness to serve. It is obvious that the usage of

modular distance learning, which was completely devoid of face-to-face instruction,

resulted in asynchronous communication between the teacher and students.

Lastly, the strong partnership between teachers and parents, who spoke on behalf

of their children when receiving the learning materials in module forms, helped to reduce

the transactional distance by guiding their school-age children (enrolled in the 2020–2021

school year) in the teaching–learning process that took place at home.

Recommendations
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
35

The following actions are advised considering the aforementioned findings and

judgments. In order to augment the resources required for the copying of modules and

prevent teachers from using their own funds, schools must strengthen the Adopt-A-

School initiative. More specifically, schools must to motivate parents to keep scaffolding

and mentoring their kids’ learning through the MDL modality.

Similar to this, teachers could visit homes while adhering to health rules and offer

support to parents who are less able to help their kids with their academics. In order to

provide suitable interventions to parents with limited educational backgrounds and to

those who are far from the school in getting and returning the modules.

This study also suggests that, in order to get ready for the upcoming school year

2022-2023, the Department of Education should strengthen the development of teachers’

capabilities in distance learning. In these difficult circumstances, schools must launch an

intervention program to evaluate the MDL modality’s strengths and shortcomings and

ascertain whether there was an increase or decrease in teacher-student interaction in

School Year 2021-2022 and subsequent years.

Implications
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
36

Despite the barriers they are facing, the teachers who are implementing modular

distance learning are eager to take part. Future research prospects are presented by the

study that is being interpreted. This study provides the chance to develop fresh ideas and

thoughts as well as to clarify and validate existing ones. Our opinion is that implementing

modular distance learning is one of the techniques that students or learners can learn

independently as well as with the assistance of teachers who are highly receptive to doing

so.

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Appendix A. Questionnaires
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
41

General Instructions: Please provide the necessary data. Rest assured that all pieces of
information gathered in this questionnaire shall be treated with the utmost confidentiality
and shall only be used in this research. (Source: Ms. Y. Alejo’s Master’s Thesis at VC)

Name (optional):
School:

1. Teachers’ Profile
Instructions: Please put a check mark (√) on the blank that corresponds to your profile.

1.1. Gender
____ Male
____ Female

1.2. Age
____ 30 – 39 ____ 50 – 59
____ 40 – 49 ____ 60 and above

1.3. Educational Attainment

_____ Bachelor’s Degree (BEED/BSED)
_____ With Masteral Units
_____ Master’s Degree/Doctor’s Degree

1.4. Highest in-Service Training Attended

____ Division ____ Regional ____ National

2. Level of Teachers’ Willingness

Instructions: Please put a check mark (√) on the column that best describes your
level of willingness in the implementation of Modular Distance Learning (MDL)
toward the transactional distance.

Responses Scale
Very Much Willing (VMW) 5
Very Willing (VW) 4
Willing (W) 3
Moderately Willing (MW) 2
Not Willing (NW) 1

Teachers’ Willingness in the Level of Teachers’ Willingness

Implementation of Modular Distance 5 4 3 2 1
Learning VM VW W MW NW
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
42

W
2.1. Writing of modules aligned with the
provisions of MELC
2.2. Reproduction of modules using
personal resources (ex. printers, bond
papers, ink and etc.)
2.3. Orientation of parents in their roles
and functions in the implementation of
modular distance learning (MDL)
2.4. Communicating learners in their
Weekly Home Learning Plan (WHLP)
2.5. Conduct simulation in modular
distance learning
2.6. Prompt distribution of modules to
parents

2.7. Prompt retrieval of modules from

parents

2.8. Assessment of learners’ outputs

according to D.O. No. 31, s.2020 and
D.O. No. 8, s.2015
2.9. Reproduction of supplementary
materials for struggling learners

3. Deterrent Factors

Instructions: Please put a check mark (√) on the column that best describes the
deterrent factors in the implementation of Modular Distance Learning (MDL) during
the pandemic time.

Responses Scale
Always (at all instances/places) 5
Often (many instances/places) 4
Sometimes(on some instances/places) 3
Seldom (in few instances/places) 2
Never (at no instance/place) 1

Always Often Sometimes Seldom Never

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
43

Deterrent Factors 5 4 3 2 1
3.1. Insufficient funds for
module reproduction result
in a more or less 1:4 ratio.
3.2. Parents' resistance to
assuming mentorship
responsibility
3.3. Parents' low educational
background results in less
desire in coaching their
children.
3.4. Inadequate information
drive school health and
safety protocols
3.5. Students' resistance to
engaging in a study-at-home
approach
3.6. Physical distance from
school to home (vice-versa)
in the distribution and
retrieval of modules
3.7. Reluctance on the part of
parents to interface with
teachers due to fear of the
existing COVID-19
pandemic.
3.8. Reluctance on the part
of teachers to interface with
parents due to fear of the
existing COVID-19
pandemic.
Others: (You may write your own perspectives that are considered deterrent factors in
the implementation of Modular Distance Learning in pandemic time.

A. ____________________________________________________

B. ____________________________________________________

C. ____________________________________________________

D. ____________________________________________________

E. ____________________________________________________
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
44

Appendix B. Summary of Results

Extent of Teachers’ Willingness in the Implementation of MDL toward TD

Indicators Extent of Teachers’ Willingness Verbal

VMW VW W MW NW x̄ Description
(5) (4) (3) (2) (1)
2.1. Writing of modules
aligned with the   31 35 46 15 8 3.49 VW
provisions of MELC
2.2. Reproduction of
modules using personal
19 35 43 24 14 3.16 W
resources (ex. printers,
bond papers, ink etc.)
2.3. Orientation of parents
in their roles and functions
in the implementation of 58 44 29 3 1 4.15 VW
modular distance learning
(MDL)
2.4. Communicating
learners in their Weekly
42 48 42 3 0 3.96 VW
Home Learning Plan
(WHLP)
2.5. Conduct of simulation
in modular distance 37 48 46 4 0 3.87 VW
learning
2.6. Prompt distribution of
57 46 30 2 0 4.17 VW
modules to parents
2.7. Prompt retrieval of
55 49 29 2 0 4.16 VW
modules from parents
2.8. Assessment of learners’
outputs according to D.O.
47 56 31 1 0 4.10 VW
No. 31, s.2020 and D.O.
No. 8, s.2015
2.9. Reproduction of
supplementary materials for 40 51 37 7 0 3.92 VW
struggling learners
TOTAL 386 412 333 61 23 243
MEAN 42.89 45.78 37.00 6.78 2.56 27.00
Over-all Weighted Mean 1.59 1.36 0.82 0.10 0.02 3.89 VW
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
45

Deterrent Factors in the Implementation of MDL

Indicators Deterrent Factors  ꭓ Verbal

A O Som Sel N Description
(5) (4) (3) (2) (1)
3.1. Insufficient funds for
module reproduction
resulting to more or less 27 30 37 13 27 3.10 Som
1:4 ratio.
3.2. Parents’ resistance to
assume mentorship 13 51 45 16 9 3.30 Som
responsibility 
3.3. Parents’ low
educational background
resulting to less desire in 35 50 33 14 2 3.73 O
coaching their children.
3.4. Inadequate
information drive towards
11 29 38 27 29 2.73 Som
school health and safety
protocols 
3.5. Students' resistance to
engage in study-at-home 19 45 44 15 11 3.32 Som
approach
3.6. Physical distance from
school to home (vice-
versa) in the distribution 27 43 47 14 3 3.55 O
and retrieval of modules
3.7. Reluctance on the part
of parents to interface with
teachers due to fear of the 12 35 45 28 14 3.00 Som
existing COVID-19
pandemic.

3.8. Reluctance on the part

of teachers to interface
with parents due to fear of 11 29 42 21 30 2.73 Som
the existing COVID-19
pandemic.
TOTAL 155 312 331 148 125 214.20
MEAN 19.38 39.00 41.38 18.50 15.63 26.78
Over-all Weighted Mean 0.72 1.16 0.92 0.27 0.12 3.18 Som
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
46

The significant relationship between the teachers’ profile and the extent of

teachers’ willingness in the implementation of Modular Distance Learning in pandemic

time.

Sex
Male Female Total
Extent
4.21 – 5.00 3 7 10
3.41 – 4.20 2 10 12
2.61 – 3.40 2 2 4
Total 7 19 26
Remark:
x c = 1.76
2
x t = 5.99
2

df = 2 x2c < x2t There is no significant relationship

a = 0.05 Ho = Accept

Age 60
30 to 39 40 to 49 50 to 59 and Total
Extent above
4.21 – 5.00 6 2 1 1 10
3.41 – 4.20 3 2 3 4 12
2.61 – 3.40 1 1 1 1 4
Total 10 5 5 6 26
Remark:
x2c = 4.08 x2t = 12.59
df = 6 x2c < x2t There is no significant relationship
a = 0.05 Ho = Accept

Educational Bachelor’s With

Attainment Degree Masteral Master’s Degree/
(BEED/BSED) Units Doctor’s Degree Total
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
47

Extent
4.21 – 5.00 3 6 1 10

3.41 – 4.20 5 6 1 12

2.61 – 3.40 1 2 1 4

Total 9 14 3 26

Remark:
x2c = 1.2127 x2t = 9.35
df = 4 x2c < x2t There is no significant relationship
a = 0.05 Ho = Accept

Highest INSET
Attended
Division Regional National Total
Extent

4.21 – 5.00 2 2 5 10

3.41 – 4.20 3 1 9 12

2.61 – 3.40 2 1 1 4

Total 7 4 15 26

Remark:
x2c = 3.21 x2t = 9.35
df = 4 x2c < x2t There is no significant relationship
a = 0.05 Ho = Accept

The significant relationship between the teachers’ profile and the deterrent

factors in the implementation of Modular Distance Learning in pandemic time.

TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
48

Sex
Male Female Total
Deterrent
4.21 – 5.00 1 9 10
3.41 – 4.20 5 5 10
2.61 – 3.40 1 5 6
Total 7 19 26
Remark:
x2c = 4.4911 x2t = 5.99
df = 2 x2c < x2t There is no significant relationship
a = 0.05 Ho = Accept

Age 60
30 to 39 40 to 49 50 to 59 and Total
Deterrent above
4.21 – 5.00 2 3 1 4 10
3.41 – 4.20 6 1 2 1 10
2.61 – 3.40 2 1 2 1 6
Total 10 5 5 6 26
Remark:
x c = 6.3554
2
x t = 12.59
2

df = 6 x2c < x2t There is no significant relationship

a = 0.05 Ho = Accept

Educational With
Bachelor’s Master’s Degree/
Attainment Masteral
Degree Doctor’s Degree Total
Units
(BEED/BSED)
Deterrent
4.21 – 5.00 2 7 1 10

3.41 – 4.20 4 5 1 10
TEACHERS’ EXPERIENCES IN THE IMPLIMENTATION OF MDL
49

2.61 – 3.40 3 2 1 6

Total 9 14 3 26

Remark:
x2c = 2.2688 x2t = 9.35
df = 4 x2c < x2t There is no significant relationship
a = 0.05 Ho = Accept

Highest INSET
Attended
Division Regional National Total
Deterrent
4.21 – 5.00 2 1 7 10

3.41 – 4.20 2 2 6 10

2.61 – 3.40 3 1 2 6

Total 7 4 15 26

Remark:
x2c = 2.7509 x2t = 9.35
df = 4 x2c < x2t There is no significant relationship
a = 0.05 Ho = Accept