Relevance

The unexpected COVID-19 pandemic has

closed schools and shifted the mode of
education to digital and distance learning
methods. However, the socioeconomic status
of students affects their access to education.
Blended learning, which includes online
classes, television and radio broadcasts, and
modular lessons, offers a more inclusive
education that caters to the needs of the
students. While the subject has been discussed
in the literature from the perspective of the
learners, this paper explores the perceptions,
experiences, and insights of teachers in the
Philippines on blended learning at the time of
the pandemic. (Kenneth Ian Talosig Batac,
Jonnedel Azucena Baquiran, Casper Boongaling
Agaton, 2021)
http://ijlter.org/index.php/ijlter/article/view/3
731
 Solution

COVID-19 pandemic has closed-

down educational institutions and
dramatically shifts the instruction
to distance learning. However,
students rooted from the
marginalized families and from
rural areas have limited access to
technology necessary for online
learning. Modular learning
addresses this learning inequality
by providing more inclusive access
to education. (Casper Boongaling
Agaton, Lavinia Javier Cueto, 2021)
https://eric.ed.gov/?id=EJ1313094
 Relevance
Educational researchers reported that the
outbreak of the COVID-19 pandemic have
impacted school leaders, teachers, and
students during the crisis. In a study conducted
by Hefferman and Longmuir (The Educator,
2020), they reported that school leaders now
understand that they are important key figures
in the community (Kalipa, C. &Lumapenet, H.
(2021). In the Philippines, the school principals
are the forefront of pandemic learning
(Guiamalon, T., Alon, SA., &Camsa, S. (2021).
The emerging problems in the education sector
brought about by the coronavirus pandemic is
being cope by the schools through the
collaboration within and outside of schools
(Philstar, 2020). The COVID-19 pandemic
worsened the challenges faced by the
Department of Education as reported by the
Philippine Center for Investigative Journalism
(PCIJ, 2021). (Mohamad S Katog, 2022)
 Purpose
Flexible Learning System (FLS) was created in
response to the call of the Commission on Higher
Education (CHED, 2020) to implement flexible
learning, and one of the approaches implemented
was the Modular Learning Modality. The
implementation of the FL in various educational
institutions poses many challenges, particularly on
courses that involve various physical activities such
as Physical Education (PE) which is best learned
through faceto-face encounters. Applying the
modular approach in PE is something new,
particularly in the JRMSU context. Moreover,
considering the concept of continuous improvement,
it is important to explore the issues and concerns
inherent to its implementation to enable us to see
the new realities and look unto this aspect and be
able to formulate mechanisms to address them
appropriately. (Jose Delas Peñas, 2022)
https://www.researchgate.net/profile/Jose-Delas-Pe
nas/publication/358776980_Challenges_in_Modular
_Learning_Teaching_Physical_Education_in_the_mid
st_of_COVID-19_Pandemic/links/62540616cf60536e
2354c002/Challenges-in-Modular-Learning-Teaching-
Physical-Education-in-the-midst-of-COVID-19-Pande
mic.pdf
 Relevance

The emergence of the COVID-19 pandemic has

altered educational systems globally,
particularly in the Philippines. The Department
of Education utilizes printed self-learning
modules (SLMs) to facilitate modular distance
learning (MDL). This abrupt shift resulted in
students' difficulty learning amid crisis,
especially in mathematics. This situation is
alarming as it is becoming rampant in public
schools wherein several students have
difficulty. (Ken Rozen C Meniano, Rosie G Tan,
2022)
https://www.researchgate.net/profile/Ken-Roz
en-Meniano/publication/359832725_Challeng
es_in_Studying_Mathematics_Using_Self-Lear
ning_Module_During_COVID-19_Pandemic/lin
ks/6250d19cd726197cfd46f3ac/Challenges-in-
Studying-Mathematics-Using-Self-Learning-Mo
dule-During-COVID-19-Pandemic.pdf
 Solution
the challenges experienced by parents in motivating their children
are difficulty understanding the module contents, managing time,
the presence of distractions at home, too much dependence and
stubbornness among children, and difficulty retrieving,
completing, and submitting the modules. To cope with these
challenges, the parents decided to set a schedule, give leisure
time, ask for help from more knowledgeable other, and search on
the internet to accomplish the modules. In conclusion, the
parents' motivational strategies in modular learning are the giving
of rewards, punishment, and words of encouragement. However,
despite these strategies, the children are still forced to answer
their modules. (Laarnie Joy M Famor, Settie Fatima A Arandi,
Shiela D Capangpangan, Genesis B Naparan, Mario F Alayon,
2022)
https://www.researchgate.net/profile/Genesis-Naparan/publicati
on/362836970_Parents'_Motivational_Strategies_in_Modular_Le
arning/links/6302d421ceb9764f7214aeab/Parents-Motivational-S
trategies-in-Modular-Learning.pdf