A Process Evaluation of Modular Distance Learning Implementation in DepEd Secondary Schools
DOI:
https://doi.org/10.5281/zenodo.18183283Keywords:
Modular Distance Learning, Process Evaluation, Implementation Challenges, Secondary Education, Lanao del Sur, DepEdAbstract
This study evaluated the implementation process of the Modular Distance Learning Modality (MDLM) in selected public secondary schools in Marantao, Lanao del Sur. Utilizing an ex-post facto cross-sectional survey design, data were gathered from 58 teachers using a self-administered questionnaire. The research assessed the socio-economic profile of the respondents, their level of knowledge regarding MDLM (covering process, funds, procurement & learning, and monitoring & evaluation), and identified the key issues and challenges in its implementation. Findings indicate that the respondents were predominantly mature, female, married, permanent teachers with substantial service experience. They demonstrated a knowledgeable level across all assessed dimensions of MDLM. While teachers agreed on the presence of supportive implementation processes, adequate material resources, and enforced health protocols, significant challenges persisted. These challenges included time-consuming module preparation, lack of technological gadgets, difficulties in distribution and communication due to poor connectivity and inactive contact numbers, health risks, late submission and retrieval of modules, difficulties in monitoring student learning, and issues in evaluating outputs due to factors like illegible handwriting and teacher overload. The study concludes that despite teachers' knowledge and institutional support, operational and logistical hurdles significantly impede the effective delivery of MDLM. Recommendations include enhanced teacher training focused on technology and remote pedagogy, improved logistical support and resource allocation, establishment of robust communication and monitoring systems, and stronger community and parental engagement to optimize modular distance learning in the context.
Downloads
References
Adeniran, S. A., & Olakunori, O. O. (2017). Self-Learning Modules: A Catalyst for Teachers’ Professional Growth and Development in Nigerian Secondary Schools. Journal of Education and Practice, *8*(9), 150–157.
Agarin, M. A. (2021). The Challenges and Status of Modular Learning: Its Effect to Students’ Academic Behavior and Performance. EPRA International Journal of Multidisciplinary Research.
Bansal, V., & Singh, A. (2021). Challenges faced by teachers in delivering online education during COVID-19 pandemic. Materials Today: Proceedings, *45*, 1654–1658. https://doi.org/10.1016/j.matpr.2021.02.092
Bayogan, R. E. (2021). The use of self-learning modules (SLMs) in teaching mathematics during pandemic: Its effects on the academic performance of grade 7 students. Journal of Ethnic and Cultural Studies, *8*(1), 38–53.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott Jr, D. R., Rodes, V., Aranciaga, I., Bali, M., Alvarez Jr, A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, *15*(1), 1–126.
Briones, L. (2020). Learning continuity in a time of crisis. Department of Education, Philippines.
Chughtai, A. A., Seale, H., Islam, M. S., Owais, M., & Macintyre, C. R. (2020). Policies on the use of respiratory protection for hospital staff in the WHO European region: A review. European Respiratory Review, *29*(157), 190091. https://doi.org/10.1183/16000617.0091-2019
Graham, S., & Santangelo, T. (2014). Does handwriting instruction make a difference? A meta-analytic review. Handwriting Today, *1*(1), 1–24.
Guiamalon, T. (2021). Teachers issues and concerns on the use of modular learning modality. IJASOS- International E-Journal of Advances in Social Sciences, *7*(20), 457–469.
Guray, E. S. (2019). Factors affecting the adoption of self-learning materials in Philippine public elementary schools. Asia Pacific Journal of Education, *39*(4), 499–513.
Houser, J., Campbell, R., Scoville, M., Chen, D., & Morse, A. (2019). Handwriting legibility and the validity and reliability of grading essay examinations. Scholarship of Teaching and Learning in Psychology, *5*(4), 307–322.
Huang, L., Zhang, X., Zhang, X., Wei, Z., Zhang, L., Xu, J., & Chen, Y. (2020). Rapid asymptomatic transmission of COVID-19 during the incubation period demonstrating strong infectivity in a cluster of youngsters aged 16-23 years outside Wuhan and characteristics of young patients with COVID-19: A prospective contact-tracing study. Journal of Infection, *80*(6), e1–e13. https://doi.org/10.1016/j.jinf.2020.03.006
Hussain, S., Hussain, S., & Hussain, S. (2020). Impact of COVID-19 pandemic on teacher-student interactions: A qualitative study. Journal of Education and Educational Development, *7*(2), 264–280.
Jareño, I. A., & Rabago, M. V. (2021). Remote teaching of English as a foreign language during the COVID-19 pandemic: Teachers’ challenges and coping strategies. Heliyon, *7*(5), e07160.
Khosravi, R., & Jafari, M. (2020). Investigating the challenges of e-learning in higher education during COVID-19 pandemic: An exploratory study. Journal of Educational Technology Systems, *49*(1), 5–27. https://doi.org/10.1177/0047239520964432
Lee, S. Y., Yang, H. J., Kim, H. Y., Chung, J. W., & Park, J. H. (2021). The effect of a school-based intervention program on hand hygiene, social distancing, and mask-wearing behaviors among middle school students during the COVID-19 pandemic. Journal of Korean Medical Science, *36*(1), e4. https://doi.org/10.3346/jkms.2021.36.e4
Liao, Y., & Wong, S. (2021). The effectiveness of online learning during the COVID-19 pandemic: A case study of Hong Kong. International Journal of Environmental Research and Public Health, *18*(12), 6453.
Lindstrom, K., Johnson, A. K., & Webb, M. (2021). Association of youth-adult connections and adherence to COVID-19 preventive behaviors with youth COVID-19 infection in the United States. JAMA Network Open, *4*(12), e2135777. https://doi.org/10.1001/jamanetworkopen.2021.35777
Macandog, A. O. (2022). Video Lessons via YouTube Channel as Mathematics Interventions in Modular Distance Learning. Contemporary Mathematics and Science Education, *3*(1), ep22001.
Macaraeg, G. G., & Rocafort, A. B. (2021). Distance Learning in the Philippines during COVID-19 Pandemic: Challenges and Prospects. Asia Pacific Journal of Education, Arts and Sciences, *8*(3), 46–52.
Magno, C., Ramos, J., Valencia, M., & Garcia, J. (2021). Teachers' Readiness for Online Teaching in the Philippines: Insights from a National Survey. Journal of Educational Technology Development and Exchange (JETDE), *14*(1), 1–18.
Okebukola, P. A., Jegede, O. J., & Adetoro, N. (2013). Issues and challenges of implementing e-learning in Nigeria. International Journal of Education and Development using Information and Communication Technology (IJEDICT), *9*(1), 4–16.
Reyes, P. (2020). Distance learning during COVID-19: Effects on students’ performance in mathematics. Asia Pacific Journal of Multidisciplinary Research, *8*(4), 156–163.
Rodriguez, E. L., Cruz, R. E., & Lopez, J. P. (2021). Modular Distance Learning Implementation in the Philippines During COVID-19 Pandemic. International Journal of Emerging Technologies in Learning (iJET), *16*(14), 39–51.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Samudio, F., Gómez, M. A., & González, M. G. (2021). SARS-CoV-2 and teaching practice: Risk factors and biosecurity measures for the prevention of COVID-19 in higher education. International Journal of Environmental Research and Public Health, *18*(3), 1099.
Smith, J. (2023). Adaptive education systems in the digital age. Global Education Press.
Stommel, M., & Wills, H. (2014). Phone numbers matter: Implications of inaccurate phone numbers for school-based communication with parents. Children and Schools, *36*(1), 33–38. https://doi.org/10.1093/cs/cdu001
Tasan, R. (2021). Teaching Competencies and Pupils’ Performance in the Implementation of Modular Distance Learning Modality. International Journal of Research in Engineering, Science and Management, *4*(7), 147–152.
Wang, Y., & Zhu, J. (2020). Student performance assessment in online learning during COVID-19 pandemic: A case study of undergraduate students. Journal of Education and Learning, *9*(4), 165–174. https://doi.org/10.5539/jel.v9n4p165
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
