Developing Learning Modules for the Printed Modular Distance Learning Modality Amid the COVID-19 Pandemic: Assessment of the Experiences of the Teacher-Developers of Learning Resources in the Schools Division of Cabanatuan City

Abstract

The COVID-19 pandemic required the Department of Education to implement the Basic Education Learning Continuity Plan and accelerate the development of self-learning modules and other learning resources for distance learning. This study assessed the experiences of teacher-developers of learning resources in the Schools Division of Cabanatuan City. It used a quantitative descriptive survey design and purposive sampling to include 277 teachers who developed learning resources during School Years 2020-2021 and 2021-2022. A researcher-made questionnaire with a reported pilot-test reliability coefficient of .83 was administered. Frequency, percentage, weighted mean, independent t-test, one-way analysis of variance, and Pearson correlation were used to analyze the data. Results showed that the teacher-developers demonstrated a high level of preparedness (overall mean = 3.42) and experienced moderate difficulty (overall mean = 2.88). Preparedness differed significantly according to age, civil status, and level of training in learning resource development, while perceived difficulty differed significantly according to age and length of service. The item-level correlations between preparedness and experienced difficulty were generally low to moderate positive relationships; no single high positive or high negative relationship was reported. The findings indicate that prior preparation and training supported teacher-developers in managing the demands of learning resource development during the pandemic. Tailored training, technology support, professional collaboration, psychosocial support, and regular monitoring are recommended to strengthen future learning resource development initiatives.