Challenges Encountered by Pupils, Parents and Teachers in the Implementation of
Modular Distance Learning in Bagong Sikat Elementary School- Talavera South Annex
CHALLENGES ENCOUNTERED BY PUPILS, PARENTS AND TEACHERS IN THE
IMPLEMENTATION OF MODULAR DISTANCE LEARNING IN BAGONG SIKAT
ELEMENTARY SCHOOL- TALAVERA SOUTH ANNEX
A Research presented to
The Faculty Members of the Graduate School of
SAN JOSE CHRISTIAN COLLEGES
In partial fulfillment for
ENGLISH 203/ Seminar in Thesis Writing
RONELYN L. FERNANDEZ
May 2021
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Ronelyn L. Fernandez
MAED- Educational Management
June 2021
Challenges Encountered by Pupils, Parents and Teachers in the Implementation of
Modular Distance Learning in Bagong Sikat Elementary School- Talavera South Annex
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
“Whatever is happening in the country; whatever challenges we are facing, education must
continue. Education cannot wait; our learners cannot wait. We continue with the process so we can
give hope and continuity, and contribute to the normalization of activities in the country,”- DepEd
Secretary Leonor Magtolis Briones.
On December 31, 2019, the World Health Organization (WHO) China Country Office was
informed of cases of pneumonia of unknown cause detected in Wuhan City, Hubei Province of
China. The cause would later be determined as a new type or strain of coronavirus not previously
detected in people. Coronavirus is named as such because of the crown-like spikes on their surface.
On February 11, 2020, the International Committee on Taxonomy of Viruses (ICTV) named the
new coronavirus as “severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2).” On the
same day, WHO also announced the name of the disease caused by SARS-CoV-2 as Coronavirus
Disease–2019, or COVID-19. In this document, we shall use the term COVID-19 to refer to both
the virus and the disease.
COVID-19 hit home on January 30, 2020 when WHO declared it a Public Health
Emergency of International Concern, while the Department of Health (DOH) announced the first
patient who tested positive for it here in the Philippines. Immediately on February 1, 2020, the
Department of Education (DepEd) Secretary issued DepEd Memorandum (DM) No. 11, s. 2020,
creating a Task Force for the management of the department’s response to COVID-19.
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COVID-19 is transmitted through the respiratory droplets expelled by an infected person
when they cough, sneeze, or speak. These droplets can infect an exposed person through contact
with the eyes, mouth, or nose, or when the exposed person touches a surface contaminated by the
respiratory droplets of the infected person, and in turn touches their eyes, mouth, or nose.
Transmission is mainly from symptomatic patients, but there is also evidence that the virus may
be transmitted by an infected person at presymptomatic stage, meaning before symptoms develop.
WHO reports that there has been no documented asymptomatic transmission, but this does not
exclude the possibility that such may occur.
In this time of threat, challenges, and uncertainties brought about by COVID-19, the
directive of DepEd Secretary Leonor Magtolis Briones is to ensure the health, safety and welfare
of all learners, teachers, and personnel of the department, while also finding ways for learning to
continue. This Basic Education Learning Continuity Plan (BE-LCP) responds to the directive of
the Secretary and provides guidance to the department on how to deliver education in this time of
crisis. This includes the essential requirements of education in time of Covid-19; Most Essential
Learning Competencies (MELCs); Required health standards in schools and workplace; Special
activities like Brigada Eskwela, Oplan Balik Eskwela and Partnerships; Multiple Learning
Modalities for teachers, school leaders and learners these are:
Distance learning. This refers to a learning delivery modality where learning takes place
between the teacher and the learners who are geographically remote from each other during
instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance
Learning (ODL), and television (TV)/Radio-Based Instruction.
Modular Distance Learning involves individualized instruction that allows learners to use
SLMs in print or digital format, whichever is applicable in the context of the learner, and other
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learning resources like learner’s materials, textbooks, activity sheets, study guides, and other study
materials. Learner’s access electronic copies of learning materials on a personal computer (PC),
tablet PC, or smartphone. CDs, DVDs, USB storage, and computer-based applications can all be
used to deliver e-learning materials, including offline ebooks. The teacher takes the responsibility
of monitoring the progress of the learners. The learners may ask assistance from the teacher via
email, telephone, text message/instant messaging, etc. Where possible, the teacher shall do home
visits to learners needing remediation or assistance. Any member of the family or other
stakeholders in the community need to serve as para-teachers. Online Distance Learning features
the teacher as facilitator, engaging learners' active participation through the use of various
technologies accessed through the internet while they are geographically remote from each other
during instruction. The internet is used to facilitate learner-teacher and peer-to-peer
communication.
According to the survey conducted by the teachers of Bagong Sikat Elementary School
using Learners Enrolment Survey Form (LESF), modular distance learning with printed materials
was the choice of most parents of Barangay Bagong Sikat in Talavera.
Since education is no longer held within the school, parents serve as partners of teachers
in education. Parents play a vital role as home facilitators. Their primary role in modular learning
is to establish a connection and guide the child. (FlipScience, 2020).
According to the Department of Education (DepEd), parents and guardians perform the
various roles in Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator. As
a Module-ator, they are the ones to get and submit the printed Self-Learning Modules (SLMs)
from and to schools or barangay halls at the beginning and end of the week, depending on the
agreement between the parents and the school. As a Bundy-clock, they must check their child's
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schedule or workweek plan. Because of the number of subjects or activities to be done, they must
see that it is being followed accordingly to avoid cramming or delays in submission, which may
affect the child's performance. Lastly, as a Home Innovator, they must provide their child with a
productive learning environment to help them focus more on Learning. It must be a well-lighted
and well-ventilated space in the house, with little or no distraction.
The use of modules encourages independent study. One of the benefits of using modules
for instruction is the acquisition of better self-study or learning skills among students. Students
engage themselves in learning the concepts presented in the module. They develop a sense of
responsibility in accomplishing the tasks provided in the module. With little or no assistance from
others, the learners progress on their own. They are learning how to learn; they are empowered
(Nardo, M.T.B, 2017). Other advantages of modular instruction include more choice and selfpacing for students; more variety and flexibility for teachers and staff; and increased adaptability
of instructional materials.
Conceptual Framework
Socio
Demographic
Profile
Parents
Pupils
Actions
Made
Challenges
Encountered
Teachers
Figure 1. Conceptual framework of the Study
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The Research Paradigm
The figure shows the two variables the profile of the respondents and the challenges
encountered by the pupils, parents, and teachers in the implementation of modular distance
learning.
Statement of the Problem
From these backgrounds, the researchers are thus motivated to undertake the challenges
encountered by the pupils, parents, and teachers in the implementation of modular distance
learning. Valuable data that were generated greatly helped in identifying these challenges.
Specifically, it sought to answer the following questions:
1.
How may the demographic profile of the respondents be described in terms of:
1.1 Pupil
1.1.1 Age;
1.1.2 Gender; and
1.1.3 Grade level.
1.2 Teacher
1.2.1 Age;
1.2.2 Gender;
1.2.3 Highest Educational Attainment
1.2.4 Years in Teaching
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1.2.5 Grade Level Taught: and
1.2.6 Number of Pupils
1.3 Parent
1.3.1 Age;
1.3.2 Gender;
1.3.3 Highest Educational Attainment;
1.3.4 Civil Status;
1.3.5 Occupation; and
1.3.6 Number of children attending school
2. What are the challenges encountered in the implementation of modular distance
learning?
2.1 by students
2.2 by parents
3. How may challenges of Teachers be described in terms of:
3.1 Distribution and Retrieval of Modules
3.2 Production of Modules and other printed materials
3.3 Assessing Pupils’ Performance
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4. Is there any significant relationship between the challenges encountered and
performances of pupils in the implementation of modular distance learning?
5. What actions are made by the pupils, parents, and teachers to address the challenges
in the implementation of modular distance learning?
Hypothesis
Based on the specific problems, the following null hypotheses were tested in the study.
1. There is no significant relationship between the challenges encountered and
performances of pupils in the implementation of modular distance learning.
2. There are no actions/solutions taken by the pupils, teachers, and parents to address the
challenges in the implementation of modular distance learning.
Significance of the Study
This study about the challenges encountered in the implementation of modular distance
learning will be important to:
The Pupils/Students. This study will be beneficial to the pupil because it will bring them
the process how to adjust in new set up of education which is modular distance learning.
The School Administrators/ Principals. This study will be beneficial to the school
administrator/ principal because they will easily identify the problems and needs in implementing
modular distance learning in this time of pandemic.
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The Teachers. This study will be beneficial to the teachers because they will easily observe
those actions made by their pupils to cope with their lessons as part of their assessment.
The Parents. This study will be beneficial to the parents because they will easily notice if
their children can able to learn in modular distance learning and it will help them also to guide and
support their children having difficulty in their study.
The Future Researchers. This study will be beneficial to the future researchers as a source
of reference in conducting studies and research as their guide for their future use.
Scope and Delimitation of the Study:
This study was about challenges encountered by the pupils, parents, and teachers in the
implantation of modular distance learning in Bagong Sikat Elementary School in Talavera South
Annex.
The study was limited to 50 pupils from Bagong Sikat Elementary School. It also covered
10 teachers and 50 parents.
The study was delimited with the challenges encountered in the implementation of printed
modular distance learning.
This study was undertaken during the second semester of the academic year 2020-2021
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Definition of Terms
Actions. It is the rules and regulation, to control such problem.
Challenges. It is the situation of being faced with something that needs great mental or
physical effort in order to be done successfully and therefore tests a person’s ability.
(https://dictionary.cambridge.org)
Distance Education. It is also called distance learning, is the education of students who
may not always be physically present at a school. (https://en.wikipedia.org)
Encountered. It refers to unexpectedly experience or be faced with something difficult or
hostile. (www. Google.com)
Implementation. It refers to the process of putting a decision or plan into effect; execution.
(www. Google.com)
Modular. It is based on a module or a modulus. (www. Google.com)
Self-Learning Modules. These are student learning materials that contain a lesson written
in a way that is easily understood and can be done by the student even without the teacher
by his or her side. It is written for distance or remote learning. (https://www.teacherph.com)
Parents. It refers to the mother or father of an individual. (www. Google.com)
Pupils. A minor who is under the age of puberty. (www. Google.com)
School. It is the place which formal education is given. (www. Google.com)
Teachers. It refers to the one who teach in an educational institution. (www. Google.com)
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies associated with the present study. The
literature and studies in this research were previously written by authorized authors, which helped
a lot to the researchers to be the bases of their present study.
Local Literature
Modular instruction is one of those teaching approaches where the students have to learn
everything in the module using his own effort at his own pace. This method differs from the
traditional one wherein a teacher presents the lesson and the students just listen to learn the
concepts presented. To surpass the difficulties faced by the students in the traditional classroom
situation, modular approach may be a good alternative since it is student-centered, self-paced, and
requires no note-taking, Gonzales, (2015).
Using teaching module to teach the English language as compared to the traditional method
of using a textbook is meant to increase active learning and improve critical thinking, as well as
problem solving skills. It is given the lecturer the opportunity for conducting formative assessment
in the classroom. Standardized textbooks have their own styles, and their contents, depth of
coverage of materials, and organization, may affect the teaching and learning environment. Thus,
the use of a module presents a more flexible learning environment for both instructors and learners,
Cheng and Abu Bakar (2017).
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Local Studies
Master teachers experienced transition/ change in the monitoring process, presenting
pieces of evidence, and feedbacking. They rely on what the teachers told during the monitoring
period and what documents they presented to support their claim. 2. Master teachers are adapting
to change with difficulty. Giving feedback seems to be difficult, especially that they do not observe
what the teacher is doing in the class. Some objectives applicable for modular distance learning
are difficult to interpret, there are times that narration made by the teacher and the documents
presented are not enough to justify the attainment of the objectives. 3. The challenges encountered
by the Master teachers that should be prioritized and need to be given immediate action include:
a) Monitoring through stories and insufficient evidence presented leads to a problem in
feedbacking/ giving technical assistance. b) Jam-packed schedule due to Master teachers’ other
functions in school like teaching students, doing reports, and others leading to the difficulty of
setting the schedule to monitor MDL teachers and c) Time for trouble, the difficulty in reaching
out to teachers due to differences in the schedule. Based on the findings of the study, the following
recommendations should be considered. 1. Conduct related studies to Master teachers teaching at
the Elementary and Senior High School levels. 2. Investigate the lived experiences of the School
Heads at the Junior High School Level in terms of monitoring Modular Distance Learning and
Online Distance Learning teachers or master teachers. (Espineli N.P, 2021)
Foreign Literatures
The purpose of this article is to analyze results of the use of the learning modular system
(LMS) Moodle based on its platform electronic courses in educational practice (as exemplified in
National Research Tomsk Polytechnic University, Russia). Not only should the advantages of the
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tool be used for its intended purpose, but it is also necessary to follow sound didactic restrictions.
The LMS Moodle tool adaptation in the practice of teaching linguistic disciplines has led the
authors to build a theoretical model taking into account both the experience of pedagogical activity
with traditional means and innovative resources of the developing educational system. It took time
to explore the possibilities of the LMS Moodle, create our own electronic textbook, and get the
first results. The methodology of analyzing the obtained pedagogical results is based on empirical
(observation, conversation, questioning, learning other people's experience and one’s own,
documentation, the expert evaluation method, testing, and others) and theoretical (studying the
literature on the research subject, theoretical analysis, pedagogical modelling, and others) methods
which are necessary to assess the validity of empirical data. In dealing with the volatile and
evolving educational process by creating an electronic textbook, we paid special attention to
modelling the educational trajectory of students and then, after a number of expert assessments,
began to check it against the real-world learning process. At the first stage, comprehensive training
for working with tools of LMS Moodle was completed; at the second stage the theoretical
discipline model oriented to the curriculum and the FSES was worked out; at the third stage the
prepared training module was subjected to external review. The result of the study is the experience
of creating electronic educational resources on the LMS Moodle platform, pedagogical reflection,
tool adjustment, and making practical recommendations. Alexander G. Shchitova* , Ol’ga G.
Shchitovaa , Daria A. Shchitovab , Polina Stasinskac , Doan T.C. Chieua (2015).
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Chapter 3
METHODS AND PROCEDURES
This chapter presents and discusses the research methods and the procedure of the study.
It provides information concerning the research design, locale of the study, sampling design and
technique, respondents of the study, research instruments, preparation of the questionnaire,
validation of questionnaire, data gathering procedure and statistical treatment of data.
Research Design
The researchers used descriptive method in analyzing the data. Descriptive method is
also known as statistical research, it describes data and characteristics about the
population or phenomenon being studied. This research method is used for frequencies,
averages and other statistical calculations. Often the best approach prior to writing
descriptive research, is conducting a survey investigation. This method is used to gather
information in order to test hypothesis or to answer questions concerning the currents status of
the subject of the study. Calderon (2008), as cited by Alberto et al (2011),
Pearson’s correlation coefficient is the test statistics that measures the statistical
relationship, or association, between two continuous variables. It is known as the best method of
measuring the association between variables of interest because it is based on the method of
covariance. It gives information about the magnitude of the association, or correlation, as well as
the direction of the relationship.
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Locale of the Study
This study was conducted at the 7 grade levels (Kindergarten to Grade 6) in Bagong Sikat
Elementary School- Talavera South Annex in Brgy. Bagong Sikat, Talavera, Nueva Ecija.
Sampling Design and Technique
Systematic random sampling procedure was employed in selecting respondents. The pupils
of Bagong Sikat Elementary School in 7 perspective grade levels also with the 10 teachers and 50
parents.
Respondents of the Study
The respondents were 50 pupils from Bagong Sikat Elementary School. It also covered
selected 10 teachers and 50 parents.
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Table 1
Distribution of the Respondents
Name of School
No. of Pupils
No. of Teachers
No. of parents
Bagong Sikat Elementary School
50
10
50
Research Instruments
The researcher used questionnaire in data gathering to determine the challenges
encountered by pupils, parents, and teachers in the implementation of modular distance learning
in Bagong Sikat Elementary School in Talavera South Annex.
The questionnaire had three types: pupils, teachers and parents’ questionnaire.
Pupil’s, Teachers, and Parents’ questionnaire consisted of three parts involving the socio
demographic profile of the respondents, the challenges encountered, and the actions made to cope
with each challenge.
The questionnaires were developed by the researcher.
Table 2
Computed Weighted Mean Interpretation Scale
NUMERAL EQUIVALENT
WEIGHT
VERBAL INTERPRETATION
3.26 – 4.00
4
Always
2.51 – 3.25
3
Often
1.76 – 2.50
2
Sometimes
1.00 – 1.75
1
Never
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Table 3
Level of Pupils’ Academic Performance
GPA
FREQUENCY
PERCENTAGE
DESCRIPTORS
95 – 100
Advanced (Outstanding)
90 – 94
Proficient (Very Satisfactory)
85 – 89
Approaching Proficiency (Satisfactory)
80 – 84
Developing (Fairly Satisfactory)
75 – 79
Beginning (Did Not Meet Expectation)
Total
50
100.0
Mean
Preparation of the Questionnaire
Questionnaire was based on the statement of the problem. Other professors were also
consulted for suggestion and recommendations in the preparation of the questionnaire and in
identifying additional items.
Validation of Questionnaire
The first draft of the questionnaire was submitted to the researchers’ adviser for corrections
and suggestions, after granting the request letter to the principal to undergo research study. The
researchers validated the questionnaire first by distributing 5 pupil’s questionnaire, 5 teacher’s and
5 parent’s questionnaires to validate if the respondents can answer the questionnaire, then after the
sampling survey the researchers made such revision based on the suggestions of the respondents.
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Data Gathering Procedure
Having found that the questionnaire was valid and reliable, the researcher secured written
permit from the school principal to allow the researcher to conduct the study. Upon the approval
to conduct the study, the researcher administered the questionnaires to 50 pupils, 10 teachers and
50 parents from Bagong Sikat Elementary School.
The researchers conducted the research on January- June.
The researches started gathering the information and materials during the middle of March and
spent two more month in library works and research.
Statistical Treatment of Data
The data were gathered through questionnaire checklist. The frequency of the percentage
system per item was summed, tabulated, computed and organized to draw up the presentation,
analysis and interpretation of these data.
The statistical tools used by the researcher in analyzing and interpreting the data and testing
the null hypothesis included the weighted means and Pearson Correlation Coefficient was used as
statistical tool for testing the hypothesis to find the significant relationship between the challenges
encountered and pupil’s performance.
The numerical value of each problem was determined
1. for Weighted Mean
Where:
__
X = A(5) + B(4) + C(3) + D(2) + E(1)
F
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___
X = weighted means
.
A = Always’ frequency
B = Often’s frequency
C = Sometimes’ frequency
D = Seldom’s frequency
E = Never’s frequency
F= total number of populations
2. for testing the significant relationship
= correlation coefficient
= values of the x-variable in a sample
= mean of the values of the x-variable
= values of the y-variable in a sample
= mean of the values of the y-variable
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BIBLIOGRAPHY
ESPINELI, N.P., (2021) Lived Experiences of Master Teachers in Monitoring Modular Distance
Learning (MDL) Teachers at TMCNHS, pp. 148 - 156
Gonzales, E. E. (2015). A Modular Approach Utilizing Decision Tree in Teaching Integration
Techniques in Calculus, Department of Arts, Sciences and Teacher Education, City College of
Calamba, Calamba City, Laguna, Philippines.
Cheng, C. M & Abu Bakar, M. B. (2017). The Impact of Using Modules in the Teaching and
Learning of English in Malaysian Polytechnics: An Analysis of the Views and Perceptions of
English Language Teaching, Jabatan Pengajian Am, Politeknik Melaka, Jebatan Politeknik,
Kementerian, Pendidikan, Malaysia
Llego, MA. (n.d). DepEd Learning Delivery Modalities for School Year 2020-2021. TeacherPh.
https://www.teacherph.com/deped-learning-delivery-modalities/
FlipScience. (2020, October 5). 'Tagapagdaloy’: How Filipino parents can help ensure successful
modular distance learning. FlipScience - Top Philippine Science News and Features for the
Inquisitive Filipino. https://www.flipscience.ph/news/features-news/tagapagdaloy- modulardistance-learning/
Website:
http://bullying projectmsu.weebly.com/
http://www.congress.gov.ph
Other References
The Philippine Star (2012)
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APPENDIX A
April 26, 2021
Mrs. Rhodora A. Tabucalde
School Head Teacher III
Bagong Sikat Elementary School
Bagong Sikat, Talavera, Nueva Ecija
Dear Sir:
Greetings in the most Precious Name of our Lord Jesus Christ.
I am taking up and presently conducting my thesis entitled “CHALLENGES
ENCOUNTERED BY PUPILS, PARENTS AND TEACHERS IN THE IMPLEMENTATION
OF MODULAR DISTANCE LEARNING IN BAGONG SIKAT ELEMENTARY SCHOOL –
TALAVERA SOUTH ANNEX”.
In this regard, I would like to request from your good office to please allow me to make a
survey, utilize your teachers and pupils as respondents/subjects of my study. Rest assures that
findings of this study will be treated confidentially and will only be used for this study.
I am looking forward for your favorable consideration and approval on this request.
Respectfully yours,
RONELYN L. FERNANDEZ
Reccomending Approval:
DR. MARIO ESTEBAN
Thesis/ Subject Adviser
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APPENDIX B
CHALLENGES ENCOUNTERED BY PUPILS, TEACHERS AND PARENTS IN THE
IMPLEMENTATION OF MODULAR DISTANCE LEARNING IN BAGONG SIKAT
ELEMENTARY SCHOOL
For Pupils (Mag-aaral)
This Questionnaire was developed by the researchers
Part 1. Socio – demographic characteristics of respondent.
Name: _____________________________________________________________(required)
1.1 Age _____________________
1.2 Gender ___________________
1.3 Grade level ________________
1
Never
2
Sometimes
Pupils’ Challenges encountered
3
Often
4
Always
Part 2. What are the challenges encountered by the pupils in the implementation of modular
distance learning?
Directions: Put a (/) on the column corresponds to your answer.
1. (Sobrang daming activities sa module)
There are too many activities in the module.
2. (Hindi ko maunawaan ang mga panuto)
I don’t understand the instructions.
3. (Walang nagtuturo sa akin)
No one who can teach me.
4. (Hindi alam ng nagtuturo sa akin ang leksyon ko)
The one who teach me did not know my lesson.
5. (Hinahayaan nalang akong maglaro kesa mag-aral)
They just let me play not to study.
6. (Pinapakopya nalang ang mga sagot sa akin na nasa likod ng
module)
They just let me copy the answer key at the back of the module.
7. (Wala na akong gamit pang-eskwela)
I don’t have school supplies to be use.
8. (Wala akong gadget na magagamit)
I don’t have any gadget to be used.
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9. (Hindi ako marunong gumamit ng gadget)
I cannot able to use any gadget.
10. (Sina nanay na ang nagsusulat ng mga sagot sa aking module
at test dahil sila ay nagmamadali)
They write the answers in my modules and test to finish it quickly.
11. (Wala akong internet connection)
I don’t have internet connection.
1
Never
2
Sometimes
Pupils’ Action
3
Often
4
Always
Part 3. What actions are made by the pupils to address the challenges in the implementation of
modular distance learning?
Directions: Put a (/) on the column corresponds to your answer.
1. (Sinusunod ko ang class program na ginawa ng guro)
I follow the class program prepared by teacher.
2. (Inuuna kong sagutan ang mga subject na madadali tulad ng
ESP)
I prefer to answer first the easy subjects like ESP.
3. (Nagtatanong ako sa taong siguradong makakatulong sakin)
I ask a person whom do I think can really help me.
4. (Tumatawag ako sa aking guro para maunawaan ang
mahihirap na leksyon)
I call my teacher to ask about difficult lessons.
5. (Hinihintay ko ang pagdating ng aking magulang na galing sa
trabaho para magtanong tungkol sa hindi ko maunawaan na
leksyon)
I was waiting for my parents to come home from work to ask about
lessons I didn’t understand.
6. (Naghahanap ako ng mga paliwanag at sagot sa internet)
I search for explanations and answers in the internet.
7. (Ginagamit ko ang libro na binigay ng aking guro)
I use the books given by my teacher for references.
8. (Nanghihiram ako ng gadget)
I borrow gadget to be used.
9. (Nagpapaturo ako kung paano gumamit ng gadget)
I ask others on how to use the available gadget.
10. (Nagsasanay akong magsulat ng mabilis)
I do writing practices.
23
Ronelyn L. Fernandez
MAED- Educational Management
June 2021
Challenges Encountered by Pupils, Parents and Teachers in the Implementation of
Modular Distance Learning in Bagong Sikat Elementary School- Talavera South Annex
11. (Sinasabi ko kay nanay na magpaload ng pang data
connection)
I ask my parent about load for data connection.
CHALLENGES ENCOUNTERED BY PUPILS, TEACHERS AND PARENTS IN THE
IMPLEMENTATION OF MODULAR DISTANCE LEARNING IN BAGONG SIKAT
ELEMENTARY SCHOOL
For Parents (Magulang)
This Questionnaire was developed by the researchers
Part 1. Socio – demographic characteristics of respondent.
1.1 Age _____________________
1.2 Gender ___________________
1.3 Highest educational Attainment: _________________________________________
1.4 Civil Status
Married
Single Parent
Widow
1.5 Occupation ___________________________________________
1.6 Number of children attending school _______________________
1. (Hindi ako makasunod itinakdang araw ng pagsoli at pakuha ng
modules)
I cannot follow the set schedule of distribution and retrieval of modules.
2. (Ako ay walang oras para magturo dahil ako ay naghahanapbuhay)
I have no time in teaching because I am a working parent.
3. (Hindi ko alam ang leksyon ng aking anak)
I do not know the lesson of my child.
4. (Marami akong anak na nag-aaral)
I have more than one child who attending school.
5. (Hindi ko mapasunod ang aking anak)
My child didn’t obey me.
6. (Hindi makasulat ng maayos/mabagal magsulat ang aking anak)
24
Ronelyn L. Fernandez
MAED- Educational Management
June 2021
1
Never
2
Sometimes
Parents’ Challenges encountered
3
Often
4
Always
Part 2. What are the challenges encountered by the parents in the implementation of modular
distance learning?
Direction: Put a (/) on the column corresponds to your answer.
Challenges Encountered by Pupils, Parents and Teachers in the Implementation of
Modular Distance Learning in Bagong Sikat Elementary School- Talavera South Annex
My child cannot write properly/ slow writer.
7.(Hindi pa nakakabasa ang aking anak)
My child cannot read.
8. (Nakakatakot lumabas para bumili ng gamit pang-eskwela sa panahon
ngayon)
I am afraid in going outside to buy school supplies in this time of pandemic
9.(Wala akong magamit na gadget para makipag-usap sa guro)
I don’t have gadgets to communicate with the teachers.
10.(Hindi ako marunong gumamit ng gadgets)
I cannot able to use gadgets.
11.(Wala kaming internet connection)
I don’t have internet connection.
1. (Nakikisuyo ako sa aking kapitbahay o kamag-anak para kumuha at
magsoli ng modules)
I ask for help in my neighbor or relatives who can able to get and retrieve the
modules of my child/children.
2. (Naghanap nalang ako ng tutor ng aking anak/ mga anak)
I hired a tutor of my child/ children
3. (Tinuturuan ko ang aking anak pagkatapos ng aking trabaho)
I teach my child/children after my work.
4. (Tumatawag ako sa guro para magtatanong tungkol sa leksyon ng
aking anak)
I call/text/chat the teacher of my child to ask about the lesson I did not know.
5. (Nagtutulong kami ng aking asawa sa pagtuturo ng aming anak/ mga
anak)
.My husband and I were helping to teacher our child/children.
6. (Gumawa ako ng schedule kung kelan ko tuturuan ang bawat isa sa
aking anak)
I made a schedule of teaching for each my child.
7. (Ako na ang nagsusulat kapag sobrang haba ng isusulat)
I'm the one who writes when it's too long to write.
8. (Sinasanay ko munang magsulat ng mabilis ang aking anak)
I first train my child to write fast.
9.(Sinasanay kong magbasa ang aking anak pagkatapos magsagot ng
modules)
25
Ronelyn L. Fernandez
MAED- Educational Management
June 2021
1
Never
2
Seldom
Parents’ Action
3
Sometimes
4
Often
Part 3. What actions are made by the parents to address the challenges in the implementation of
modular distance learning?
Direction: Put a (/) on the column corresponds to your answer.
Challenges Encountered by Pupils, Parents and Teachers in the Implementation of
Modular Distance Learning in Bagong Sikat Elementary School- Talavera South Annex
I practice my child reading after he/she answering modules.
10. (Mahigpit kong sinusunod ang mga protocol sa kalusugan kapag
lumalabas para mamili ng aming mga kailangan)
I strictly follow the health protocols when going outside to buy what we need.
11.(Bumili ako ng gadget na pwedeng magamit ng aking anak)
I bought a gadget that my child and I can use.
12.(Nanghihiram ako sa aking kapitbahay o kamag-anak ng gadget)
I borrow gadget from my neighbor or relatives
13.(Nagpapaturo ako kung paano gumamit ng gadget)
I ask how to use the available gadget.
14.(Nagpapaload ako ng data connection)
I used data connection load.
15. (Nagpakabit ako ng internet connection)
I apply for internet connection.
CHALLENGES ENCOUNTERED BY PUPILS, TEACHERS AND PARENTS IN THE
IMPLEMENTATION OF MODULAR DISTANCE LEARNING IN BAGONG SIKAT
ELEMENTARY SCHOOL
For Teachers
This Questionnaire was developed by the researchers
Part 1. Socio – demographic characteristics of respondent.
1.1 Age _____________________
1.2 Gender___________________
1.3 Highest educational Attainment __________________________________________
1.4 Years in Teaching____________________________________________
1.5 Number of Pupils ___________________Part 2. What are the challenges encountered by the teachers in the implementation of modular
distance learning?
1
Never
2
Sometimes
3
Often
Teacher’s Challenges encountered
4
Always
Direction: Put a (/) on the column corresponds to your answer.
A. Distribution and Retrieval of Modules
1. Parents did not follow the set schedule.
2. Purok leaders did not respond to their duty.
3. Pupils are the one who get their modules.
26
Ronelyn L. Fernandez
MAED- Educational Management
June 2021
Challenges Encountered by Pupils, Parents and Teachers in the Implementation of
Modular Distance Learning in Bagong Sikat Elementary School- Talavera South Annex
4. Safety of handling modules.
5. There are missing modules.
B. Production of Modules and other printed materials
1. I don’t have my own printer/ bond paper and ink at home.
2. There is no available printer/ bond paper/ ink to be used in school.
3. Lack of delivered modules.
4. Late dissemination of soft copies of modules.
5. There are misspelled words in given modules
6. There are wrong answers in given modules.
C. Assessing pupil’s performance
1. Parents handwritten are evident in the test paper of the pupils.
2. Low internet connection.
3. Changing schedule of visitation because of rising number of active
cases in town.
4. Pupils did not finish answering their test papers.
5. No gadget to be used.
6. Pupils cannot read and write properly.
1
Never
2
Sometimes
Teacher’s Action
3
Often
4
Always
Part 3. What actions are made by the teachers to address the challenges in the implementation of
modular distance learning?
Direction: Put a (/) on the column corresponds to your answer.
A. Distribution and Retrieval of Modules
1.
2.
3.
4.
I contact the parents who did not get their modules in time.
I select group leader per purok to distribute and retrieve the modules.
I did not give the modules if the pupils are the one who come to school.
I let the modules place under the sun and spray alcohol before arrange
it in the room.
5. I check if the number of modules is complete.
B. Production of Modules and other printed materials
1. I use my own printer buy my own bond paper and ink using my personal
money.
2. I use school printer/ xerox/ bond paper/ ink
3. I talk to the principal for materials.
27
Ronelyn L. Fernandez
MAED- Educational Management
June 2021
Challenges Encountered by Pupils, Parents and Teachers in the Implementation of
Modular Distance Learning in Bagong Sikat Elementary School- Talavera South Annex
4. I ask parents to donate bond papers and ink for the modules of their
children.
5. I download from other source of soft copies of modules.
6. I check the content of the modules before printing.
C. Assessing pupil’s performance
1. I ask parents to let their children answer the summative test in their own
for ensuring learning.
2. I ask parents to send videos, pictures of their children for performance
task.
3. I conduct home visitation for those who don’t have gadget.
4. I schedule a limited face to face and online numeracy and literacy
assessment.
5. I made my own test materials.
6. I return the test paper of the pupils who did not finished yet.
7. I give reading and writing practices.
8. I keep communicating to parents thru call, text and chat.
PICTORIALS
28
Ronelyn L. Fernandez
MAED- Educational Management
June 2021
Challenges Encountered by Pupils, Parents and Teachers in the Implementation of
Modular Distance Learning in Bagong Sikat Elementary School- Talavera South Annex
CURRICULUM VITAE
Personal Information
Name:
Ronelyn L. Fernandez
Age:
27
Address:
Homestead I, Talavera, Nueva Ecija
Gender:
Female
Date of Birth:
September 25, 1993
Place of Birth:
San Pascual, Talavera, Nueva Ecija
Civil Status:
Married
Religion:
Roman Catholic
Email Address:
ronelyn.fernandez002@deped.gov.ph
Educational Information
Elementary:
San Pascual Elementary School
San Pascual Talavera, Nueva Ecija
Secondary:
Sto. Domingo National Trade School
Baloc, Sto. Domingo, Nueva Ecija
Tertiary:
Nueva Ecija University of Science and Technology
Talavera Academic Extension Campus
Municipal Government of Talavera
Talavera, Nueva Ecija
29
Ronelyn L. Fernandez
MAED- Educational Management
June 2021