TVL STUDENTS CHALLENGES IN PERFORMANCE

TASK DESPITE MODULAR DISTANCE LEARNING

MODALITY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Pages: 322-329
Document ID: 2023PEMJ652
DOI: 10.5281/zenodo.7854567
Manuscript Accepted: 2023-21-4
Psych Educ, 2023, 8: 322-329, Document ID:2023 PEMJ652, doi:10.5281/zenodo.7854567, ISSN 2822-4353
Research Article

TVL Students Challenges in Performance Task

Despite Modular Distance Learning Modality
Jerwin M. Luisen*
For affiliations and correspondence, see the last page.
Abstract
The modular distance learning modality poses a big challenge for the Technical-Vocational and
Livelihood (TVL) students, especially on the compliance of the performance tasks. This paper
presents the challenges of the TVL students while performing the performance tasks. Phenomenology
was used to gather data from the interviews of 15 TVL students from La Filipina National High
School. Results revealed that students faced the following challenges: has little knowledge of the
task, lack of resources, difficulties with technology, environmental disruption, and conflict of time.
However, these challenges have been coped with by managing time, seeking help from others, and
looking for financial resources. The results implied that teachers, heads, supervisors, and
administrators play an essential role in the actualization of the goals and in helping the students
overcome the challenges in the new normal. Also, the study gives awareness, insights, and
suggestions that may be useful in providing quality education to TVL students.

Keywords: TVL, modular distance learning, performance task.

Introduction

The Covid 19 Pandemic has brought a significant shift

in the Education setting. Face-to-face classes shifted to The Philippines is in the process of adapting to the
distance learning which gave birth to various delivery new normal form of education at present, and
modalities - mastery of skills baffles TVL students. continuous innovations of educators and active
They cannot perform the practical tasks in the involvement of other stakeholders are the driving force
qualification assigned since face-to-face is not for its success (Palaog, T. &. Austria, R., 2020).
permitted. Because of this, students face challenges
that may affect the output of their performance tasks. Therefore, because of these issues in distance learning,
this study aims to identify the challenges of SHS TVL
Galusha (1998) stated that distance learning is an
students in coping with their performance tasks despite
excellent teaching method because students have the
no face-to-face laboratory is happening and how it
flexibility to contend with competing priorities.
affects the value of learning to the students.
However, there are barriers to distance learning which
are factors to incompetence. These factors are loss of
Research Questions
motivation because of lack of face-to-face contact with
teachers and peers, potentially prohibitive start-up
1. What challenges do students face in performing
costs, and lack of faculty support. Galusha (1998) also
laboratory tasks in all TVL related subjects with
added that students are also more likely to have
insecurities about learning, self-evaluation problems, Modular Distance Learning Modality?
experience lack of support services, feelings of 2. How do TVL students face challenges in performing
isolation, and inexperience with this mode of learning, the laboratory tasks in all TVL related subjects?
which leads to academic difficulties in distance
education.
Methodology
The study of Exploration of Issues and Challenges
Faced by the students in Distance Learning
Qualitative research method was employed in this
Environment revealed that distance learning students
study.
encounter impediments in their learning due to their
circumstances, teacher-related issues, and assessment
and evaluation issues. These factors negatively affect
distance learners learning experiences (Niwaz, A.
2019).

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Research Article
Participants/Respondents
The participants of my study were the fourteen (14)
TVL students under Senior High School program of
DepEd La Filipina National High School from one
school in Tagum City Division following the
recommendation of Creswell (2014) to have 5 to
twenty-five (25) participants in a phenomenological
study. I had seven (7) participants for the in- depth
interview (IDI) and another seven (7) participants for
the focus group discussion (FGD) to meet data
saturation.
Ethical Considerations
One of the important aspects of research is ethical
consideration. To establish ethical considerations, I
adhered to the ethical principles as stated in the
Belmont Report (1979) which cited three basic
principles relevant to the ethics of research involving
human subjects. These principles are respect for
persons, beneficence, and justice.
The first principle is respect for persons. It asserts that
research participants should be treated as autonomous
individuals that means they are independent, self-
governing, capable of making decisions for themselves
as long as they are given sufficient information to
make those decisions. This principle forms the basis of
informed consent (Creswell, 2007).
In this study, to ensure respect for persons, the
participants were oriented on the purpose of the study
and the nature of their participation. They were
informed that their participation is voluntary and that
they can withdraw anytime in the course of the study.
They were informed of their right to check and modify
the transcript of the interview results. Research
objectives were appropriately explained to them. Also,
they were informed of the result of the study.
In addition, the researcher interviewed the participants
in their preferred time and asked permission from them
to record the entire conversation. They were asked to
decide where they would be interviewed so that they
could freely express their thoughts about the study.
Also, it was verbalized to them that they are not
obliged to answer those questions which they do not
feel comfortable in answering. Each of them was given
the informed consent form before the set date and time
of the in- depth interview and focus group discussion.
The second principle is the principle of beneficence. It
refers to making efforts to secure the well- being of
research participants, to maximize the possible
benefits of the research and minimize the possible
Jerwin M. Luisen
harm. Beneficence requires a commitment of
minimizing the risks of the participants rather
maximizing the profits that are due to them (Cresswell,
2012).
To establish beneficence, I made sure that the true
identities of the participants are hidden. I made use of
code names to ensure anonymity of the participants
involved in this study. In- depth interview and focus
group discussion were done at their preferred place
and time where they can freely express their thoughts
about the study. In addition to this, participants were
given tokens to express gratitude on their participation
of the study.
This study would benefit the participants since they
were able to disclose the reasons for their hesitancy.
Their voices will be heard by the authorities and their
concerns will be addressed. This could help and
promote their children’s health. Government authority
also would be guided as to how and what assistance
they could give to the parents regarding immunization
programs.
Moreover, the participants were assured that the data
gathered were treated with utmost confidentiality and
that their identity were concealed to ensure that there
could be no harm that may be done to them caused by
their participation of the study.
The last principle of Belmont Report is the principle of
justice. All classifications of people (race, gender,
ethnicity, age, etc.) should be equally subjected to the
risks and benefits of research, and people should be
included or excluded only for reasons that have to do
with research questions or hypothesis (Adams, 2008).
To establish justice in this study, I made sure that the
participants were selected based on the predetermined
selection criteria directly related to the study and not
on the bases of their compromise position or their
manipulability. I ensured that the participants were
treated equally. The questions that were asked have
significant bearing for the attainment of the purpose of
this endeavor and were not in any way discriminatory.
In the conduct of the interview, I considered the safety
and accessibility of the location for the protection of
my research participants.
Also, I assured that the participants did not spend
money. Instead, I gave a sensible token to express my
gratitude for their contributions in the conduct of the
study. I ensured that all the principles were addressed
to protect the rights of the participants. After the
transcription and theming, the researcher showed the
results to the participants so that they would also know
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Research Article

Table 1. Challenges of TVL students during the

conduct of performance tasks despite Modular
Distance Learning Modality

the outcome of the study. Furthermore, I committed

myself to maintain a high level of objectivity in data
analysis and discussion. Aside from that, I also
acknowledged all authors who provided additional
information which are very useful in this study by
citing and referencing them well.

Lastly, this study conforms to the Republic Act No.

10173, otherwise known as the Data Privacy Act,
a law that seeks to protect all forms of information, be
it private, personal, or sensitive. It is meant to cover
both natural and juridical persons involved in the
processing of personal information (National Privacy
Commission, 2019).

To remain true to the Data Privacy Act, I sought the

consent of the participants of my study. To do this, I
had them signed first the informed consent form prior
to the conduct of the study. I ensured that the identity
of the research participants was held confidential
through the use of code names. The data were also
treated with total confidentiality. Furthermore, I
conducted my study in a conducive and facilitative
place where my participants can freely express and
share their views and opinions without hesitation.

In a nutshell, the participants’ interests and needs were

crucial in this study. Thus, I ensured to strictly observe
the above-cited steps and measures to address the
principles on respect for persons, beneficence and
justice. In similar manner, concrete steps in
compliance with the Data Privacy Act and other
ethical principles were also executed throughout the
Table 1 shows the challenges of TVL students during
conduct of the study.
the conduct of performance tasks despite the modular
distance learning modality. Generally, most students
Results and Discussion have little knowledge of the tasks, which unmotivated
them to do it—lack of resources and unfamiliarity with
technology challenged to practice their skills. Minor
This section presents the findings according to the challenges experienced by the students are the
study's research questions. disruption of the environment and conflict of time.

Little knowledge on task

Students may inevitably experience this challenge as

there is an absence of a teacher who can discuss the
task. Asking teachers about the procedure may not be
enough for them to get the process accurately.

In relation to this FGDP01 shared:

FGDP01: “…gamay ra akong nahibal.an sa paghimo

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Research Article
sa sandwich sir.”
“…my knowledge is only limited in making a
sandwich.:”
Other participants shared the same experience as
others,
FGDP02: “…dili kayo masabtan ang instructions sir
tungod sa walay maka tudlo na teacher..”
“…the instructions are not clear due to no teacher can
teach us.”
FGDP04: “…sa knowledge sir kay lisod gyud ang self-
learning.”
“..in terms of our knowledge, self-learning is
difficult.”
FGDS05: “…challenging gyud ang pagbuhat sa
performance task sir wa ka kablo unxaon nixa, wa kay
mapangutan-an kung unxaon ni siya...”
“…it is challenging in making performance most
especially you have no one to ask about the task.”
KII-3: “…kay ano usahay mag lisod man gud ko og
sabot, dili pud kayo ko bright.”
“There a lot of consequences, because sometimes it is
quite difficult to understand the instructions and I am
not that quite intelligent.”
KII-5: “…dili pud ka kabalo kung unsay, dili pud
kabalo kung unsay procedure sa isa ka sandwich.”
“.. I don’t know also the procedure in making a
sandwich.”
Hence, as the participants performed the task, they
encountered some frustrations, hindrances, and
challenges.
Knowledge application and transfer are the ultimate
learning goals in education. For adult learners, these
abilities are not only beneficial but also critical. The
ability to apply knowledge learned from school is only
an essential requirement in workplaces. In this ever-
changing world, the ability to near and far transfer
knowledge is the skill that keeps an individual
competitive and indispensable in job markets. (Hung,
W. 2013).
Lack of resources (Financial, Moral, and Materials)
Jerwin M. Luisen
One of the common reasons students cannot perform
the task is due to a lack of financial and moral support
from family, depriving them of the ingredients,
utensils, and materials to be used in the demonstration.
In relation to this KII-2 shared:
KII-2: “…dili nako xa ma perform tungod kay kulang
ko sa mga gamit.”
“…I cannot perform it due to lack of materials.”
Other participants shared same experience as to others,
KII-4: “…kailangan gyud nato mag gamit og mga
equipment, utensils para ma perform nato tong mga
performance tasks.”
“…I know that we need to use materials and
equipment, utensils to perform the tasks”
KII-5: “Kanang wala kay mga ano sir ba mga gamit..”
“I don’t have the materials to use sir.”
KII-6: “…lisod pangitaon ang mga gamit ba ingon
ana.”
“…it’s hard to find materials to use in performing the
tasks.”
KII-2: “Tapos kulang pud mig allowance sa among
family or mga needs namo.”
“We lack allowance in our family to sustain our
needs.”
It is no doubt that resources also pose a significant
challenge to the students since resources are needed
for them to perform the tasks.
Lack of resource materials plays a significant role in
the learning process of students. If resource materials
are used wisely, they enhance lesson impact
remarkably (Herward, 2009).
Difficulties in technology (Gadgets and
Connection)
Since most of the performance tasks are to be
submitted through a video presentation, some students
may find it challenging to edit and shoot videos since
most of them are not inclined to technology.
In relation to this, FGDS-08 shared:
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Research Article
FGDS08: “Kanang kuan sir pag edit, kailangan man
gud og load. Unya usahay ang cellphone kay full
storage.”
“In editing sir, it really need a load. Then sometimes
our phone is full storage.”
Other participants shared same experience as to others,
KII-1: “Dili ko ka video sir kay ginagamit man gud
akong cellphone.”
“I cannot shoot a video sir because my phone is used
by others.”
KII-4: “Kuan sir… Kuan sir kulang pud ko sa mga
gadget sir.”
“I don’t have the gadgets sir.”
FGDS04: “Okay ra man siya sir sa wifi, pero sa data
sir kay hinay gyud xa sir.”
“It is okay with the wifi connection, but in data it is
very slow.”
Despite being TVL students, they still find it hard to
navigate technology, for they are not into it. The lack
of internet connection also hinders them from
submitting the video.
This result also supports the study of Gutierrez, 2021,
that students are experiencing distance learning
hurdles. The barriers of distance learning are
communication, cost and access to the internet,
credibility, and motivation/family support (Gutierrez,
H. M. Z. 2021).
Disruption of Environment
Environment challenges also affect the submission of
video presentations as performance tasks. Living in an
urban area is challenging as noise and other factors
can’t be controlled, adding up to frustrations felt by the
students.
In relation to this FGDS-03 shared:
FGDS03: “Ano sir, hindrance sir kay kana bitawng
mag video video nay mag sige og agi agi sir, kanang
mag banha-banha, kanang kanang, unsay tawag ana
ha, kanang dili daun ka makabuhat sir ba kay kanang,
nay mag agi-agi, banha banha, tapos sa challenge sir
kay kana bitawng mag video ka sir tapos wa kay
kauban. Mag lisod kag post sa imong video or kanang
pag video nimo sa imong sarili sir, kung ikaw lang
Jerwin M. Luisen
mag video sa imong sarili.”
“The hindrance sir is, during the time when taking a
video shoot, there are people who always pass by and
noisy environment. The challenge sir is when shooting
a video and no one can assists you.”
Likewise, FGDS-04 also experiences the same
situation:
FGDS04: “Ahhhm, sa ano sir sa problema sa place sa
himoan sa task sir is problema kayo sa akoa sir kay
bukid man gud saba kaau ang mga manok, og iro sa
palibot..”
“Ahhm, my problem is the place for making the task, it
is my problem because I am situated in high lands, the
chicken and dogs are noisy.”
Environmental challenges may sometimes result in
repetition of the tasks that lead them to become
unmotivated and irritated due to the noise and other
environmental factors that hinder them from
completing the tasks.
Conflict of time
Some students also experienced poor time
management as they performed the tasks.
In relation to this KII-1 shared:
KII-1: “Nag work sir, trabaho sir.”
“[I am] currently working sir.”
Likewise, KII-4 also experiences the same situation:
KII-4: “Kanang, is naa pud sir naa pud koi mga, naa
pud koi trabaho sir sa amoang kuan, naga trabaho pud
ko sir bantog dili nako mahuman.”
“I am working that is why I cannot finish the
performance tasks.”
Because of this pandemic, some students are working
for them to eke the family's daily needs. With this,
some students may not budget the time correctly,
making this a challenge.
The increase in demand for e-learning has created a
need to explore the implications of the emerging
paradigm shift on the learning environment.
Integration of information technology in improving the
learning process relies on a clear understanding of its
underlying pedagogical assumptions (Son, D. H., &
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Research Article

Kim, H. J. 2008). Table 2 shows the coping mechanisms of TVL

Table 2. How do TVL students face challenges in
performing the laboratory tasks in all TVL related
subjects?
students during the conduct of performance tasks
despite the modular distance learning modality.
Typically, students have managed their time when
performing the task and few of them coped up with
research resources to comply with the tasks.

Manage time

One of the challenges that students encounter in

performing the tasks is the lack of time. However,
students also tend to cope with such challenges by
practicing time management to comply with the
requirement. As proof, some of the statements of the
students are shown below.

In relation to this FGDS-02 shared:

FGDP02: “…naga set kog schedule gud sir kung

unsay, kunsa karon na time ang buhaton sir. Kung
unsa sa sunod na time, lain man gud sir kung isabay-
sabay tanan..”

“..I set schedules sir as to what to do in a specific

time. What to do next, because it’s hard to do all the
task at one time.”

Other participants shared same experience as to others,

FGDS03: “Sa akoa sir is kanang gina gahinan nakog

adlaw sir kung kanus-a ko mag video of kanus-a ko
mag edit sir.”

“In my part sir I allot day as to when to make a video

and when to edit.”

FGDS06: “Kanang ang akoa sir, unahon sa nako una

ang mga task kanang sayon-sayon ra gud sir..”

“In my part sir, is I will do first the task thatvis easy to

do.”

KII-4: “Kuan sir, nag set lang pud kog time bahalag
gabii maka answer gihapon ko og maka pasa ko og
mga modules. Mag night study ko sir para maka
answer.”

“I set time even though its already night just to answer

and submit the modules. I do night study.”

Managing time plays a vital role in complying with the

tasks indicated in the module. Typically, students were
able to cope with such duties by working their time
despite their busy schedules.

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Research Article
Seek help from others
Since not all students know how to perform a specific
task, some seek help from their classmates to cope.
This was proven with the following statements.
In relation to this FGDS-07 shared:
FGDS07: “Din dili man gyud tanan kabalo mag edit
magpatabang nalang ko sa akong mga amigo og
manghiram og gadget sa kaila.”
“And not all can do editing in video, I seek help to my
friends and borrow gadgets from them.”
Other participants shared the same experience as
others,
KII-3: “Ano, mangita kog way na ma cope up nako
ang mga challenges. Like pag naa mi internet
connection maka research pud ko.”
“I find ways to cope up the challenges like if we have
internet connection I can do research.”
KII-5: “Kanang sa pag luto gi-familiarize nako kung
unsaon siya pag buhat din murag nag baylo-baylo
ramig gamit sa akong mga classmates para maka buhat
mig video.”
“When cooking I familiarize first on how to perform it
and we switch materials with my classmates for us to
make a video.”
KII-6: “Maningkamot ko sir na mangitag pama agi,
kanang mangutana ko sa akong mga classmates
unsaon pagbuhat ana.”
“I look for a way, I asked my classmates on how to do
it.”
Based on the statements above, it is good to know that
students use their initiative to seek help from others to
comply with the task. It is living proof that they find
ways despite the challenge they are facing right now.
Research resources/finances
The best way to learn the task is to conduct research,
and few of the students are doing this.
In relation to this FGDS-03 shared:
FGDS03: “Ahh and uban sir naga research, naga
search ko sa google sir og sa youtube kung gina unsa
siya pag kuan.”
Jerwin M. Luisen
“And the others are researching, I do research in the
google and in youtube as to how to perform the tasks.”
Likewise, KII-2 also experiences the same situation:
KII-2: “Mangita ko og gamit sir, na mga ingredients
niya, mga tools and then mga ingredients pud sir
mangita kog paraan na maka kwarta ko.”
“I look for materials sir, ingredients, tools also. I will
find way to earn money.”
As teachers, we played an important role in helping the
students with the challenges in this modular distance
learning. With strategies to be implemented, the
students might be able to combat the challenges. To
cope with time management, the school may provide a
Weekly Learning Plan that will guide the students in
performing the tasks. The teacher should make
themselves available all the time for consultation and
questions.
Kazmer, M. M. (2000) stated that students entering
distance education programs often find themselves
adapting to new learning environments and new
technologies. Part of this adaptation involves coping
with unfamiliar technology and learning to manage its
use within the group, helping them create the
environment they will learn.
Part of it consists in developing personal relationships
that will ease their work and learning, helping them
cope with unfamiliarity and change—examining
suggestions from distance learning students on how to
manage this process yields three-fold results. First, it
demonstrates how students, instructors, and
administrators must work together to ease students'
paths. Second, it helps us advise distance learning
students about what they can expect from distance
learning and how they can contribute to and benefit
from their distance learning community. Finally, it
provides recommendations to instructors and program
directors on how better to help their students cope with
this community-building transition and distance
learning environment.
References
Anzaldo, G. D. (2021). Modular Distance Learning in the New
Normal Education Amidst Covid-19. International Journal of
Scientific Advances, 2(3), 233-266.
Galusha, J. M. (1998). Barriers to learning in distance education.
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Gutierrez, H. M. Z. (2021). BARRIERS OF DISTANCE Niwaz, A., Waqas, Q., & Kamran, S. (2019). An exploration of
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Hung, W. (2013). Problem-based learning: A learning environment Son, D. H., & Kim, H. J. (2008). The Effect of the Determinants of
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Affiliations and Corresponding Information
Kazmer, M. M. (2000). Coping in a distance environment.
Jerwin M. Luisen
Masaoay, S. M., & Litao, R. (2021). Beliefs and Practices in the
Implementation of Performance Tasks (PETAs): Basis for the University of Southern Mindanao - Philippines
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