Name: JECLYN D.

FILIPINAS
First Year( New Curriculum): EDDK-1A-NEW
Professor: DR. JERSON S. CATOTO

REVEALING THE LIVED EXPERIECES OF STUDENTS ON

MODULAR LEARNING: A PHENOMENOLOGY

ABSTRACT

Teachers play a vital role in the teaching and learning process. They help

students learn by imparting knowledge and setting up a situation in which

students can learn effectively. Along with a complex set of roles, which vary

from one society to another and from one educational level to another. Due to

COVID-19, there is a big change in the roles and duties of the teachers,

particularly in the modular classes they supervised.

COVID-19 pandemic posed various challenges and issues in the education

system in the country. The pandemic forced the schools to temporarily close to

contain the spread of virus. Thus, the School Year 2020-2021 became the “new

normal” of education where traditional in-person learning shifted into distance

learning which threatened not only the parents and learners but most especially

the Department of Education. The pandemic created challenges to the

Department of Education on what they can do to ensure that tough the delivery

of learning changes, the quality of the education remains the same.

This study aimed to determine the specific experiences of university students in

terms of cognitive, social, emotional, and adversity skills in an online or

modular mode of learning. The study utilized a phenomenology research design,

and a semi-structured interview was conducted. Participants in the study were

composed of students enrolled in online and modular learningwho were asked to

share their experiences elaborately. The analysis revealed that despite the

differences in the learning modalities , the students similarly experienced the

same significant adjustments and academic challenges. These experiences

include the lack or limited access to information, concerns about the

accessibility of the learning oppurtunities, lack of economic resources, time

management concerns, communication with professors or teachers and

classmates, self-motivation and coping mechanisms. As an intended outcome, a

feasible distance learning blueprint composed of possible courses of action that

can be taken to achieve a more effective and feasible distance learning setup is

made.(International Journal of Humanities and Education

Development(IJHED), 4(3), 52-63. https://doi.org/10.22161/jhed.4.3.6)

 CHAPTER I

THE PROBLEM

Introduction

Covid - 19 Pandemic caused most countries around the world to temporarily

close educational institutions to contain the spread of the virus and reduce infections

(Tria, 2020). Face to face engagement of students and teachers within the school was

also suspended. The Philippines is in the process of adapting to the new normal form

of education at present, and continuous innovations of educators and active

involvement of other stakeholders are the driving force for its success. For the

continuity of education and for every school to still attain its mission and vision which

is to provide quality education to every Filipino learner, the Department of Education

implemented the Modular Distance Learning.

The teacher takes the responsibility of monitoring the progress of the learners.

The learners may ask assistance from the teacher via e-mail, telephone, text

message/instant messaging among others. Where possible, the teacher shall do home

visits to learners needing remediation or assistance (Llego, n.d.). Printed Modules will

be delivered to students, parents or guardians by the teachers or through the Local

Government Officials (Bayod, R., & Bayod, C., 2020).

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 With the emergence of the Covid-19 Pandemic, the global educational

landscape was challenged as traditional classes cannot be held due to health

restrictions (Daniel, 2020). With these, distance learning came to be prominent,

changing the learning system abruptly (de Oliveira Dias et al., 2020; Anzaldo, 2021).

Thus, it is found to be an area needed to be researched: especially the effects of

modular learning on a rural communities such as in the case in Matalam.

Thus, I pursued this study to explore the experiences of five (5) selected

students of Matalam, National High School- Linao, Matalam North Cotabato who had

undergone modular learning during Covid -19 pandemic.

Research Question

This study is to determine the experiences of selected Grade 10 students

in Matalam, National High School-Linao on modular learning. The study

specifically sought to answer the following questions:

1. What difficulties have you encountered on modular learning?

2. What are the strategies you have employed in handling those problems?

Significance of the study

This study could contribute a lot to the awareness of the students with

regards to the experiences of Grade 10 students in Modular learning.

To the school and administration, that they should incorporate to their

responsibility on making awareness to the experiences of their students in

Modular learning.

To the teachers, that they should be aware to the feedback of their

students in their experiences in modular learning.

2
 To the parents, that they should also be aware on the different

experiences of their children with regards to this method of learning.

Limitation and delimitation

The main focus of this study is to determine the experiences of the

Grade 10 pupils in Modular learning. These students are randomly pick and a

residence of Barangay Linao only. This study excludes those who did not

undergone modular learning. This study will not go deeper to the participants’

family background or other personal details.

Operational Definition of Terms

For the achievement and understanding, the following terms defined

operationally.

Modular learning Is a form of distance learning that uses Self-Learning

Modules (SLM) based on the most essential learning competencies (MELCS)

provided by DepEd. The modules include sections on motivation and

assessment that serve as a complete guide of both teachers and students’ desired

competencies.

Modules – printed materials containing lessons and activities that are

distributed to the students.

Lived experiences - the difficulties that the student faced during

modular learning.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This section of the paper contains the literatures and body of knowledge that

have been read and compiled in order to provide additional information with regard to

this study. The literatures herein are a combination of local and national studies in

order to enhance its richness and scope.

Education at the Time of the Pandemic

When it comes to education despite the pandemic, it is important to attend to

the educational needs of children and the youth at these times of crises. Thus, Reimers

and Schleicher proposed that education leaders need to adopt a proactive approach to

contributing to the mitigation of the virus as well as the progression of education. In

order to achieve this, collaboration will play an essential factor. Educational

institutions also need to have flexibility when it comes to assigning work to teachers

in order to strike a balance in educational services, social support, teacher professional

collaboration, and work with families (Reimers & Schleicher, 2020).

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 Moreover, the COVID-19 situation has impacted all aspects of society and all

sectors of human race. Not only did the pandemic prevented people from traveling, it

also lead to economic recession and closure of schools. This closure has affected more

than 1.2 billion learners worldwide and 28 million learners in the Philippines (United

Nations Educational, Scientific, and Cultural Organization, 2020). Governmental

responses against the pandemic such as community lockdowns led students and

teachers to study and work from home through online learning platforms (Tria, 2020).

In consonance, the Department of Education (DepEd) issued guidelines

prohibiting schools in areas with suspended classes from administering final

examinations for students and instead compute students' final grades for the academic

year based on their current academic standing (Alipio, 2020). DepEd also announced

that by school year 2020-2021, the Basic Education will adapt to the situation leading

to the implementation of the DepEd's Learning Continuity Plan (LCP) to ensure that

learning would still continue despite being outside of the regular mode of instructional

delivery (Department of Education, 2020).

One way to ensure learning continuity is through online learning. This method

of learning requires the use of students' previous experiences in using online learning,

the experience of educators in the use of online learning, the availability of

technology, the learning content and the curriculum, the instructional approach to

provide activities that learning and the local context, such as the culture and the

available infrastructure resources (Schwartz, Ahmed, Leschitz, Uzicanin, & Uscher-

Pines, 2020). All of these are unique and specific local context and optimization of

online learning which requires a close alignment between the different factors with

each context (Sandars & Patel, 2020).

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 In response to the phenomenon, Rehman and Fatima (2020) suggested that

schools may employ the synchronous learning modality where learning could happen

collaboratively and at the same time with a group of online learners and a teacher, and

asynchronous which means that learning can happen any time, not necessarily in a

group but with teacher feedback. With this, online and blended learning can provide

opportunities for learners to work more independently, expand their agency, and learn

to use tools and strategies that they otherwise may not have (Rehman & Fatima,

2020).

Also, one factor that is essential to promote learning during the pandemic is to

restructure the DepEd's course syllabus into the most simple and attainable to the

learners' level of limited capacity in relation to the restrictions brought by the

pandemic. Flexible and remote learning are the modalities that should be adopted to

those vicinities which lack access to internet connection and other resources. Most

importantly, the feasibility of the delivery of printed modules through local couriers

should also be taken into account as well as the harnessing of various media features

in delivering lessons through audio, printed, and visual such as the use of televisions

and radios with scheduled monitoring in based on the most conducive learning time

for the students (Alea, Roldan, & Farooqi, 2020).

Learning must continue even at this time of the COVID-19 pandemic in order

to avoid workforce deficit for the years to come which can significantly impact the

economy of countries due to lack of competent individuals in the field of vital

industries such as agriculture, education, engineering, and medicine (Feyisa, 2020).

Without competent individuals who constitute the workforce, there is a possibility of

failure in the delivery of services needed by people which may bring problems to

countries (Ferdig, Baumgartner, Hartshorne, Kaplan-Rakowski, & Mouza, 2020).

6
 Most countries around the world have temporarily closed educational

institutions to contain the teachers within the school has also been suspended. The

Philippines is in the process of adapting to the new normal form of education at

present, and continuous innovations of educators and active involvement of other

stakeholders are the driving force for its success. For the continuity of education and

for every school to still attain its mission and vision which is to provide quality

education to every Filipino learner, the Department of Education implemented the

Modular Distance Learning. Distance Learning 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

TV/Radio-Based Instruction. (Quinones, 2020)

Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd), learning

through printed and digital modules emerged as the most preferred distance learning

method of parents with children who are enrolled this academic year (Bernardo,

2020). This is also in consideration of the learners in rural areas where internet is not

accessible for online learning. The teacher takes the responsibility of monitoring the

progress of the learners. The learners may ask assistance from the teacher via e-mail,

telephone, text message/instant messaging among others. Where possible, the teacher

shall do home visits to learners needing remediation or assistance (Llego, n.d.).

Printed Modules will be delivered to students, parents or guardians by the teachers or

through the Local Government Officials. Since education is no longer held within the

school, parents serve as partners of teachers in education. Parents play a vital role as

7
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 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 empowered (Nardo, 2017). Other

advantages of modular instruction include more choice and self-pacing for students;

more variety and flexibility for teachers and staff; and increased adaptability of

instructional materials. Based on data gathered via DepEd’s National Learner

Enrolment and Survey Forms (LESFs), 8.8 million out of the 22.2 million enrollees

(39.6% of total respondents) preferred modular distance learning for the upcoming

8
school year. Meanwhile, 3.9 million enrollees (17.6%) were partial to blended

learning (which uses a combination of different modalities), 3.8 million (17.1%)

preferred online learning, and 1.4 million and 900,000 enrollees preferred TV-based

and radio-based learning, respectively. In a public secondary school in San Carlos

City, Pangasinan, modular learning also emerged as the most preferred learning

mode. According to their local LESFs, learners cited the lack of available gadgets and

internet connection as the main reasons why they preferred modular learning over

online learning.

Parents’ roles as the “More Knowledgeable Others” (MKOs)

The modular approach situates Filipino students to learn in the comfort of

their homes. Limited contact with teachers will place parents or guardians as the

learners’ model or the “More Knowledgeable Other” (MKO).

Defining MKO, Vygotsky (1987) stated “someone who has a better

understanding or higher ability level than the learner, concerning a particular task,

process, or concept.” Vygotsky proposed that human learning is a social process. A

learner may or may not learn alone, but will learn better with an MKO. But what does

it take to be an MKO? Shiela Calimlim, a 36-year-old housewife and mother of Kris,

an incoming Grade 12 student in a public school in Pangasinan, has her own

understanding of her role in modular learning. “I will do my best to help in her

studies. I am willing to learn her lessons, be strict when it comes to her assignments

and schedules. I will try my best, because I believe that parents are the child’s first

teacher,” she says. But contrary to this popular belief on modular learning, parents are

not replacements of teachers. “Parents are partners of teachers in education. They are

‘home facilitators,’ the ‘tagapagdaloy‘(channel), but they will not teach the subject

9
matter. It is the teacher’s duty to teach,” clarifies Dr. Lourdes Servito, Schools

Division Superintendent of San Carlos City, Pangasinan.

For Dr. Servito, the parents’ primary role in modular learning is to establish

a connection and guide the child. As MKOs, parents or guardians should:

(1) be responsible for interacting with teachers, barangay representatives, and other

stakeholders to acquire the various materials and resources needed by the learner (i.e.,

modules or textbooks);

(2) regularly check the child’s workweek plan and make sure that the learner sticks to

their schedule;

(3) prepare a conducive learning study space for the learner; and

(4) give appropriate praises, encouragement, and rewards to heighten their child’s

motivation to learn.

Potential obstacles

Parents and guardians will face various challenges in fulfilling their roles as

MKOs. The first challenge lies in the fact that parents and guardians have varying

skills, knowledge, and qualifications. At Kris’ school, 50% are high school graduates,

and only one-fifth of the total parent population finished college. While eight out of

ten (90.3%, 10 years old and over) Filipino adults are literate enough to be functional

to the community, it does not mean they are already qualified to teach. To ensure the

content’s uniformity, equality, and quality, teachers should deliver while aided by

parents. Existing research also shows the interconnectedness of parents’ educational

level and their income. Educated parents earn more, and can escape poverty and

benefit from a better quality of life. Furthermore, parents’ educational attainment can

heighten their feelings of competence and confidence in guiding their children’s

education. It manifests in different ways, such as being more proactive in checking

10
their child’s performance through parents-teachers association (PTA) meetings,

providing their child’s educational necessities, and other parental-educational duties.

All these are the challenges posed by the differences of MKOs in terms of

expertise, educational attainment, cognitive biases, and even emotional connection

Another challenge pertains to children’s ability to learn by imitation. In his Social

Learning Theory, behaviorist Albert Bandura says that learners learn by imitation,

observation, and modeling. With parents as the primary models of learners, their

attitudes, specific beliefs, thoughts, and feelings—cognitive biases—may affect each

learner’s learning process. It may be intentionally or unintentionally shown or taught

by the MKOs, depending on their understanding of a particular lesson or subject

matter. One instance can be when a creationist parent (a parent who religiously

believes that all things originated from divine creation) is against their child learning

a science lesson on evolution.

The final challenge of learning falls under children having preferred MKOs.

They choose who will assist them with their lessons and assignments, depending on

their attachment with that MKO. Some children like to be taught by their mother or

father, or sometimes by their older siblings. Learners learn better when there is a

suitable and safe space for learning. This conducive space is not limited to a physical

one; the MKO must give a warm atmosphere for the learner to love learning even at

home. Hope amidst the new (and better?) normal.

With the resumption of classes on October 5, Ms. Rita Atienza, director of the

Ateneo Teacher Center, cited solutions and recommendations for this new learning

system. First, she hopes the crisis will bring forth change from the traditions of the

old education system. The current systems in place are overly focused on delivering a

lot of content. It leads to focusing on the minute details rather than the big picture

11
concepts. Atienza explains, “We are always concerned with the correct answer. We

need to move into higher-order thinking.” Instead, basic literacy must receive more

attention as an essential competency. “Many of our children cannot read well even if

they are Grade 5. This is the biggest stumbling block. Therefore, there’s room to

decongest further,” she says. Second, identifying the MKO in the household and

clarifying their roles and responsibilities will be crucial to effective guidance. Doing

so will help clear misconceptions and address certain cases such as parents’

unavailability due to work. Atienza recommends giving parents guidance on monthly

material. Dr. Servito echoed the same sentiments with the schools holding parents’

orientation to educate them on the dos and don’ts, as well as the whole process flow

of delivering the module, from acquisition to submission.

Third, the responsibility given to the MKOs should not be on the content.

Instead, Atienza says, “Rely on the MKOs for teaching students things like time

management, study skills, what to do if the student doesn’t know what to do.” The

MKO doesn’t have to be very educated, but it can still be helpful. If possible, MKOs

can be given training in other ways. They could still guide students who need

clarification on a particular module material. Lastly, aside from the learning content,

we should strive to cultivate independent student learning. She suggested that schools

can allot the first week of the school to teach students how to navigate the learning

module. “Yung objectives, may gagawin ba kayo dyan? Babasahin lang yung

objectives, wala pang gagawin diyan“she cites an example. Instead of scaring

students at the sight of something unfamiliar with the module, they should be guided

in understanding what the learning module is all about. For MKOs, asking them their

weak points in subjects (such as math and science) and finding ways for them to

collaborate with other MKOs who are good at that subject and for teachers to explain

12
to them how to deliver it. Riccie Sumogat, a Grade 12 ICT Student in Pangasinan,

illustrates his interpretation of education in the new normal with online and modular

learning as the leading distant delivery mode. “If [parents and teachers] are one

in the purpose that the child should learn and should learn excellently, then we have

to work together and fulfill our different roles,” Dr. Servito says.

Dr. Servito recommends cooperation of DepEd among stakeholders from all

sectors, from the LGUs to the barangays and PTA councils. “Collaboration is one

BIG C in the 21st Century Skills, together with Communication,” she excitedly noted.

She mentions a working program in Region 1, where “teacher tutors” living in their

community will teach around 10 learners from the same community, especially those

who need special attention. For the new normal, she believes that this will generate

more jobs, and will be an opportunity to give more attention to learners.

Finland, known for its quality education system, also implemented this work-

from-home strategy (Nätti et al., 2011). Other countries, such as China and Italy, also

address parents’ readiness in children’s education by offering online services to

support the parents (Lau et al, 2011; Edwards, & Kutaka, 2015). Meanwhile,

educators in Latvia and Guatemala provide the parents teaching guidelines,

guidebooks, and learning materials for offline learning (Wright, 2017).

According to Atienza (EDUtalks, 2022), the MKO’s are not just found within

the family. They can also be community members such as retired teachers, the

elderly, and recently-unemployed professionals. She commends the work DepEd has

put into preparing for this school year: trying to reduce their content, putting

resources in the learning commons, and equipping teachers for module deployment.

“It is great that there is a coordinated response,” she says. It takes a village to raise a

child. Stronger communities are needed more than ever, especially in this pandemic.

13
A child’s education is not merely the teachers’ or the school’s responsibility, but also

the community’s. Despite Aling Nena’s doubts about her child’s MKO, she vows to

make herself ready, devoting time to improve her knowledge through reading books

and utilizing the Internet. Her daughter Kris appreciates her efforts. “Because of the

years that have passed, she may have forgotten most of the lessons, but she is willing

to learn with me.”—MF

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 CHAPTER III

METHODOLOGY

This chapter presents the methods, research design, locale, informants, and

research instrument used in the study.

Research Design

This study used qualitative phenomenological research method to explore and

describe the various challenges experienced by the Grade 10 pupils of Matalam,

National High School – Linao. The phenomenological aspect of this study focused on

the experiences of the students in new normal schooling. This research used a

recorded and transcribed interview in the depth interview. As cited by Creswell

(2007) phenomenological study refers to the different experiences of the individuals

and the commonalities that may exist on the particular phenomenon. In addition, a

phenomenological study describes the implication of the live experience of several

individuals about the phenomenon (Creswell, 2005) pointed out that this qualitative

design of phenomenology would look in different perceptions of a particular

conditions and generalizations involved exclusively or lengthy interviews considering

the inclusion criteria for selecting participants.

15
Locale of the Study

This study was conducted in Matalam National High School at Brgy. Linao,

Matalam, North Cotabato for 3 days during the first semester of S.Y 2021-2022.

Participants of the Study

This study involved five (5) grade 10 students of Matalam National High

School. To gather meaningful data, the informants selected were also honor students

and teacher-recommended students of the said class.

Research Instrument

I will use a Structured Interview Questionnaire to gather the information

needed about the experiences of Grade 10 students in Modular Learning.

Data Collection and Procedure

In this study, I will make a communication letter properly signed and noted by

the adviser and research chairman. After which the said communication was given to

the Office of the College Dean. After properly seeking permission from the said

office, the host teacher and I set the time schedule to conduct the study.

Sampling Method

The participants were selected through purposive specification criterion-based

sampling. Geography and the dilemma of the Covid-19 pandemic was considered.

Thus, only those who were available to participate were considered to be informants

of this study

Inclusion criteria: The participants must be a resident of Brgy. Linao,

Matalam, North Cotabato. They must be enrolled in a modular learning system at

Matalam National High School in S.Y 2021-2022.

16
Ethical Considerations

Informed consent was one of the means by which a respondent’s right to

autonomy was protected - measures to protect participant’s confidentiality. To remain

an ethical researcher the identities of the participants were protected and concealed by

keeping the participants information anonymous through the use of pseudonyms. The

rights of the participants to confidentiality were revoked. Further, the study involved

participants who were honor graduates. This permission sought prior to the

conduction of data collection activities. The documents which were required to ensure

they consent of participation were distributed prior to the schedule interview.

Additionally, participants were made aware of the risk involved in this study and

participants were given the option of withdrawing their participation at any time.

Trustworthiness

To increase credibility and ensure trustworthiness, the researcher used several

means of the verification procedure describe by Creswell (2011). Being aware of my

own subjectivity as highlighted in my ‘role of the researcher’ section, the researcher

continued to examine how that might influence my study. The researcher employed

journaling so that the researcher could chat about my own thoughts and feelings as

the researcher interview the participants. In addition, the researcher also used a

member checking where the researcher invited to review transcript of interview,

discuss my thoughts and directions, and share drafts for feedback from them. Lastly,

the researcher use peer review to assist in this process. The researcher ask two of my

colleagues who are also familiar with qualitative research to review the data and my

interpretation of the data and provide me with their feedback.

Role of the Researcher

17
 I and the gathered information regarding with the experiences of the Grade 10

students, I conducted an in depth interview and a focus discussion and used audio

recorder.

After recorded, the spoken discuss in the interview, transcription process will

follow. Validation of the transcript done among informants after validation: data

reduction and done through data analysis. Thematic analysis used to get the essential

theme based from the thematic statements from the informants and participants.

18
 Chapter IV

Results and Discussion

This chapter will discuss the result being gathered by the researcher.

Table 1. Students’ Difficulties Encountered in Modular Learning

Frequency of
Themes Core Ideas
Response
Absence of a Teacher General  Lesson cannot be easily
understood without a teacher
 Teachers cannot be reached
easily

Blurred and Unorganized General  Blurred printed materials are

Printed Modules difficult to read
 Some pages are skipped or
disorganized

Difficulties in Modular Learning

1. The absence of a teacher

Absence of a physical teacher in guiding and teaching the learners is a sign of

difficulties, since the learners cannot be able to reach their teachers nor be able to go

out to have some helped from them. Three out of five participants confirmed this

difficulty.

“halimbawa sa math hindi mo masabtan kay syempre

wala man na, wala man kami maestro,te diba hindi mo
maintindihan kung paano mo answeran”.
(From in-depth interview with P-1)

“grabe gid siya ka lisod labi na kung ano kung hind

i mo man an ang lesson , tapos wala mismo sang
teacher nga mag explain sa imo, kung ano to siya ,
kung paano to himoon.”
(From in- depth interview with P-2)

“tapos kailanagn mamangkot kapa sa teacher,

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 kailangan mo pa kuntakon ang teacher para
maintindihan.”
(In-depth interview with P-3)

“lisod gid kuya kay malibog ka sa mga question

nila kay kis an ang explanation hindi mo maintindihan
tapos wala gid sang may gatudlo sa imo , ng iba gid
kung ara ka sa eskwelahan kay makatuon gid ka.”
(In-depth interview with P-5)

One of the seminal research studies that specifically addressed teacher absence

and the effect of lost student-teacher contact on student achievement utilized data

from Indiana and Wyoming (Woods & Montagno, 1997). The sample included 817

third-grade students and 45 teachers. Scores from the Iowa Test of Basic Skills were

obtained for the same students in both third and fourth grades, resulting in outcomes

changes in grade equivalency and percentile rank. Analyses of variance indicated that

teachers with low absences had student with positive gains in percentile ranking and

larger improvements in grade equivalency than students with teachers who

experienced higher rates of absences.

During pandemic, there is an absence of teacher that will teach and guide the

learner properly. And whenever the learner needs clarification regarding the lesson,

teachers who could clarify the information may not be able to address students

immediately. In the discussion the participants highlighted the big difference between

the leanings they gained with and without a teacher.

2. Blurred and unorganized printed modules

Another difficulties encountered by the learner are the unorganized and

blurred printed modules distributed to them. Five participants confirmed these

difficulties.

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 “di mo siya maintindihan kung paano anseran kanang mas exercise sa
PE diba may picture man na siya ,kung amo na ng position pero kis a
hindi ko maintindihan kay blurred man ang print sa papel.
(In-depth interview with P-1)

“Kung kis a ang mga module hindi mo kaaayo Makita

kayo ang mga numbers kag letters, kag kis a kulang ang
mga pages.”
(In-depth interview with P-2)

“kung kis a ang mga module hindi mo matarong basa

kay sa mga mali nga print”.
(In-depth interview with P-3)
“ tapos kis a hindi tarong ang pag stapler nila sang
modules, tapos ayawan ko mangita kung diin iya sunod”
(In-depth interview with P-4)

“kulang sang mga instructions /explanations tapos sa

paprint kanang mga blurred pa ang iban tapos hindi
mo maklaro ang mga pictures.”
(In-depth interview with P-5)

According to Takahashi, (2015) in the study of the effects of image blur on

visual perception and effective response ‘’Obscure visual environment impair visual

perception and result in the worst performances in object detection, identification, and

recognition. Blurred images might also induce negative affective responses to the

visual environment such as uncertainty.

It is important that the printed modules are visible and readable because

according to (Hill, Sharma,& Johnston 2015), the conceptual understanding of student

to modules can be enhanced through the inclusion of drawing that are related to the

subject matter. The more drawing to be included in the modules will aid the

understanding. This is the clear example of feedback from the students, the need for

the use of clear words for better understanding. Modules should be readable and clear

for the readers, thus, if it is written clearly there a better chance that learning and

comprehension will be achieve.

21
Table 2. Students’ Coping Mechanism
Frequency of
Themes Core Ideas
Response
Peer Asking General  Students ask and seek answers
from their classmates

Using electronic devices General  Students make use of gadgets

(i.e. to search via search
engine; watching video lessons)

Students’ Coping Mechanism

1. Peer Asking & Group Study

Peer asking and group study can be compared as peer tutoring strategy, it

involves one or more students sharing their ideas about a certain lesson. Peer tutoring,

is generally accepted as a strongly research-based, and increasingly popular, teaching

technique that has positive impact on students. Four out of five participants

confirmed this study.

‘’ Kag kis a naga pamangkot pud ko sa klasmet ko

kung paano nila ni gi answeran’’
(In-depth interview with P-1)

‘’ Kis a mag basa libro, kis a ma mangkot sa klasmet’’

(In-depth interview with P-3)

‘’ Mag reach out sa iban’’

(In-depth interview with P-4)

‘’ Kag anu ng gapatabang ko ila, kis a ila mamang

ila kuya or ate’’
(In-depth interview with P-5)

Students learned a great deal by explaining their idea to others and

participating in activities in which they can learn from their peers, they develop skills

22
in organizing and planning learning activity, working collaboratively with others,

giving and receiving feedbacks and evaluating their own learning David Bowd,

(2012). Peers can learn from each other by scaffolding their each other, this mutual

collaboration gives student confident with their own ability knowing they are learning

a side their peer. This is also through on a personal level helping each other grow in

confident through experiences. Piaget, (1971) that cooperation between peers is likely

to encourage real exchange of thought and discussion.

23
 2. Using Cellphone to Answer Modules

After declaring covid-19 pandemic disease, mobile learning has become

popular learning system for education especially higher education all over the world

because of it multi-functionality characteristic and effectiveness. Mobile learning

might be a helpful for both a students and teachers. Three out of five participants

confirmed this study.

‘’kanang anu, kay may selpon naman ta tanan no?

karun nga panahon gina research ko nalang gid kis a’’
(In-depth interview with P-1)

‘’kung kis a may hindi ko man an nga mga lesson

kay gina search ko nalang sa internet, tapus mag tan aw
ko sa youtube’’
(In-depth interview with P-2)

‘’mag anu lang , mag research pag di mo sya

maintindihan mag youtube’’
(In-depth interview with P-4)

Mobile learning reflects in remote teaching tactic for teacher as well as

learning strategies for students at the university level because it helps to learn

anytime and anywhere. It also may help the student to reduce the study gap that

could play alternative learning methodology during covid-19 (Naciri et al.,

2020). So for overcoming the situation, an innovative learning methodology

becomes very important nowadays (Toquero, 2020) and mobile learning could

play a vital role in the educational sector.

24
 Chapter V

Summary, Conclusion and Implication

This chapter discusses the summary, conclusion and implication of the

research.

Summary

The study entitled “Revealing the lived experiences in modular learning:

A phenomenology” was conducted on the 2nd semester of the school year 2021-

2022 in Matalam National High School - Brgy. Linao, Matalam North Cotabato.

This study used qualitative phenomenological research method to explore and

describe the various challenges experience by the Grade 10 pupils of Matalam,

National High School-Linao and their responses to the different challenges they

met. This study involved five (5) grade 10 students of Matalam National High

School.

Results summarized that the participants generally encountered difficulties

specifically the absence of teachers where there is no one who can clarify and teach

the lesson whenever the students needed it the most; and emergence of

blurred/unorganized printed modules which gives more confusions and uncertainty to

the students.

It also shows the coping mechanism of the students: Peer Asking & Group

Study - where students asks and shares there learning to each other in order to answer

the given task; and using their cellphones to find answers on the internet, since all the

answer are accessible online.

Implications for future practice

25
 With the result, the researcher realized the participant needs printed

modules with much clearer pictures; they also need academic guidance from the

teachers for them to pursue the professional endeavour and for them to be

empowered. Peer tutoring also contributes on how students answered their

modules and students find reliable sources online that help them in answering

their module. Academic institution may consider extending support to the

participants as part of their corporate responsibility.

Implications for future researcher

The researcher also implies adopting the above mentioned conclusion

for successful students’ modular learning. A similar study in other barangay is

suggested to determine similar findings.

26
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 Interview Matrix

Statement of the
Main Question Probing Question
Problem
1. What are the 1. Do you encounter Can you name/mention
difficulties difficulties with things that you dislike in
encountered by the Modular learning? Modular learning?
Grade 10 students in What are those
Matalam, National difficulties?
High School-Linao on Can you tell us what are
modular learning? 2. How hard it is in those hardships?
2. What are the coping answering your
mechanism in modules?
Modular learning of Can u tell us what are those
the Grade 10 pupils in 3. What are the strategies?
Matalam, National strategies you
High School-Linao apply in answering
your modules? Can you mention those
complains?
4. What are your
common complain
while you answer
the activities?

30