WESTERN MINDANAO STATE UNIVERSITY
Normal Road, Zamboanga City
Research Proposal
“Modular Distance Learning Modality:
Challenges and Coping Mechanism in Teaching during Covid-19”
Presented to:
Dr. Nolan Iglesia
Presented by:
Nuraisa Malaguit
Jeramay De Jesus Perez
Aeleen Jane Sanchez
Raymund Ascabano
Mari Vic Ando
Imee Cris Undik
WMSU-MAED EDAD Students
CHAPTER I
Background of the Study
The impact of education on the lives of students is enormous. Teachers play a crucial role
in this process because they are one of the most significant tools for providing high-quality
education. In the Philippines, the implementation of COVID 19 resulted in considerable changes
in the educational scene. One of these is the implementation of a new form of instruction by the
Department of Education. As a result of the current COVID 19 dilemma, most education
institutions have been pushed to look for alternatives to face-to-face teaching and learning. Many
educational systems have moved their operations online in order to keep teaching going even while
schools are closed (OECD, 2020). The transition from traditional classroom instruction to modular
remote learning has made it considerably more difficult for educators to maintain their
certifications. To address these issues, DepEd authorities are continuously looking for ways to
increase the efficacy of their teachers and school administrators when it comes to modular distance
learning (Bagood, 2020)
Beginning in May 2020, recognized teaching workers, in collaboration with Education
Program Supervisors, prepared modules in all topics for all grade/year levels, covering four
quarters, based on the "Most Essential Learning Competencies," according to Bagood (2020).
These self-study modules contain a pre-test, a conversation, and a set of evaluation/assessment
questions. They are provided to all pupils according to the class timetable for modular learning.
This instructional method has been embraced by teachers in public schools all throughout the
Philippines. In the midst of the pandemic, teachers are crucial to ensuring high-quality education.
Despite the dangers posed by the COVID 19 epidemic, teachers continue to help children by
constructing learning modules. However, according to Malipot (2020), teachers should express
their concerns about modular distant learning. According to Bagood (2020), as front-line
educators, they must participate in a variety of trainings in order to be better prepared to deliver
better education in the face of the COVID 19 pandemic, as it is departmental policy to train
teachers not only for professional growth but also to be prepared for unforeseen circumstances.
According to a study by Ambayon (2020), modular instruction is more effective in the
teaching learning method than traditional teaching methods since students learn at their own pace.
It's an endless self-learning process in which pupils are encouraged and their curiosity peaked by
prompt reinforcement, such as a comment on a practice assignment. As a result, this method of
learning encourages a student-centered approach to learning. Modular learning, on the other hand,
caused a slew of problems for instructors, students, and parents. Dangle & Sumaoang (2020) found
three major roadblocks: a lack of school funding for module production and distribution, students'
challenges with self-study, and parents' lack of awareness of how to help their child/children
academically. As a result, it is evident that employing modular distance learning poses some
difficulties.
Statement of the Problem
The study aims to investigate or examine the teachers' challenges and coping mechanisms
in teaching elementary in district of Zamboanga Central School SPED Center during Covid-19.
Specifically, it focuses on answering the following questions:
1. What challenges do teachers encounter in modular distance learning modality?
2. What coping mechanisms do teachers employ in teaching during Covid-19?
Significance of the Study
This study aims to determine the challenges faced by the teachers in teaching during the
Covid-19 pandemic. The significance of this study has great impact in the teaching field, wherein
it will allow teachers to determine how to deal with these challenges.
Teachers: This will greatly help teachers to know the possible coping mechanism that they
may utilize in facing the challenges in teaching during Covid-19 pandemic.
School Administrator: This will allow the schools administrators to make school programs
convenient for the teachers. It will greatly reduce the stress and anxiety of the teachers and it will
let the teachers feel that they are important.
School: With less stress teaching personnel, the school will be conducive for working, and
a conducive working environment is a productive environment.
Learners: With teachers dealing with the challenges well with the aid of different coping
mechanism this leads to better learner’s academic performance.
Scope & Delimitation
This study will only be focused on the challenges and coping mechanism of teachers in
teaching Modular Distance Learning during Covid-19. (from September 13, 2021 to January 13,
2022). The study will be conducted at Zamboanga Central School SPED Center.
CHAPTER II
Review of Related Literature
During this pandemic, e-learning tools played an important role in assisting schools and
universities in facilitating student learning while universities and schools were closed (Subedi et
al., 2020). Staff and student readiness must be assessed and supported while adapting to the new
changes. Learners with a fixed mindset have a difficult time adapting and adjusting to new learning
environments, whereas learners with a growth mindset adapt quickly. For online learning, there is
no such thing as a one-size-fits-all pedagogy. There are numerous subjects to choose from, each
with its own set of requirements. Various subjects and age groups necessitate distinct approaches
to online learning (Doucet et al., 2020).
Teachers are obligated to develop innovative initiatives that help overcome the limitations of
virtual education. Teachers are actively working together to improve online teaching methods at
the local level. As educators, parents, and students share similar experiences, there are unparalleled
opportunities for collaboration, innovative solutions, and a willingness to learn from others and try
new tools (Doucet et al., 2020). Many educational organizations provide free tools and solutions
to assist and support teaching and learning in a more interactive and engaging environment.
According to reports received by the Alliance of Concerned Teachers (ACT) Philippines, teachers
are raising a "myriad of issues" with the modular learning preparations, which are exacerbated by
the current health crisis.
"Reports indicate that schools that have begun module reproduction print modules developed by
schools and divisions as promised material from the Central Office (CO) remains unavailable,"
said ACT Secretary General Raymond Basilio. "These materials were also not vetted by DepEd
CO," he added.
Basilio also stated that "reproduction cost is also a big problem as schools were forced to find ways
to raise funds in such a short period of time." With the schools' Maintenance and Other Operating
Expenses (MOOE) nearly depleted, ACT claimed that schools resort to soliciting private donations
and maximizing teachers' personal printers just to jumpstart module reproduction.
The length of teaching experience influences readiness for distance learning. education because
teachers who have been teaching for a long time have more experience dealing with difficult
situations such as pandemics or natural disasters (Kini & Podolsky, 2016). Teachers with more
years of teaching experience, on the other hand, are by definition older and thus less tech savvy.
This group of teachers, in particular, requires more assistance in using online tools to deliver their
lessons. Teachers who have been in service for a long time, on the other hand, have had the
opportunity to attend seminar workshops required for offering distance learning education.
Teachers' specialization may also influence their readiness to participate in distance learning
education because some specialties within the Technical Vocational Livelihood (TVL) strand have
more experience with technological materials used in teaching (Yunus et al., 2017). Furthermore,
the geographic location of the teachers may have an impact on distance education (Rivza &
Bogdan, 2017). When compared to Mindanao and the Visayas, Luzon has the most urbanized cities
with stable internet connections and accessible roads; this is one of the reasons why urban teachers
are more willing to participate in distance learning education than rural teachers.
Definition of Terms
Modular Distance Learning: is a learning method where students can use printed self-learning
modules (SLM) and modules that can be accessed digitally or through electronic devices such as
laptops, computers, tablets, and smartphones.
Teachers: shall mean all persons engaged in classroom teaching, in any level of instruction, on
full-time basis, including guidance counselors, school librarians, industrial arts or vocational
instructors, and all other persons performing supervisory and/or administrative functions in all
schools, colleges and universities operated by the Government or its political subdivisions; but
shall not include school nurses, school physicians, school dentists, and other school employees.
(R.A 4670)
Challenges: something that needs great mental or physical effort in order to be done successfully
and therefore tests a person's ability
Coping Mechanism: strategies people often use in the face of stress and/or trauma to help manage
painful or difficult emotions.
CHAPTER III
I.
Research Design
A qualitative research design
II.
Sampling
10 Respondents
III.
Data Gathering