Zenodo (CERN European Organization for Nuclear Research), Apr 27, 2023
The education sector was greatly affected by the global health crisis of COVID-19, resulting in m... more The education sector was greatly affected by the global health crisis of COVID-19, resulting in massive changes in our education setup , which contributed to various problems and challenges encountered during the implementation of the modular distance learning modality. This study aimed to determine the strategies and challenges encountered by teachers in implementing modular distance learning and its impact on students' academic performance. A descriptive research design was employed. The researchers utilized an online survey method for data gathering. A total of 60 teachers and 187 selected Grade 7 learners were the study's respondents utilizing total enumeration for teachers and stratified random sampling for learners.The study's findings show that teachers could employ strategies such as setting a submission schedule and creating a group chat with the learners. Moreover, establish the appropriate health and safety protocols and safety nets for learners against violence and abuse at home and in the community, and train school personnel for the Learning Delivery Modality (LMD).On the other hand, teachers professed that printing modules were time-consuming, the distance of the learner's home from the school hindered the teachers in providing technical assistance, and learners needed help following instructions. Parents answered the modules of the learners. The need for printing materials was a significant challenge.Most of the student's grades during the first quarter were within the range of 80-84, which was considered a satisfactory academic performance. Moreover, the results signified a negligible negative correlation between teachers' strategies in implementing modular distance learning and students' academic performance. The study suggests revisiting the school's plans for implementing modular distance learning and strengthening the partnership of the school, parents, and stakeholders.
Psychology and Education: A Multidisciplinary Journal , 2023
The education sector was greatly affected by the global health crisis of COVID-19, resulting in m... more The education sector was greatly affected by the global health crisis of COVID-19, resulting in massive changes in our education setup , which contributed to various problems and challenges encountered during the implementation of the modular distance learning modality. This study aimed to determine the strategies and challenges encountered by teachers in implementing modular distance learning and its impact on students' academic performance. A descriptive research design was employed. The researchers utilized an online survey method for data gathering. A total of 60 teachers and 187 selected Grade 7 learners were the study's respondents utilizing total enumeration for teachers and stratified random sampling for learners.The study's findings show that teachers could employ strategies such as setting a submission schedule and creating a group chat with the learners. Moreover, establish the appropriate health and safety protocols and safety nets for learners against violence and abuse at home and in the community, and train school personnel for the Learning Delivery Modality (LMD).On the other hand, teachers professed that printing modules were time-consuming, the distance of the learner's home from the school hindered the teachers in providing technical assistance, and learners needed help following instructions. Parents answered the modules of the learners. The need for printing materials was a significant challenge.Most of the student's grades during the first quarter were within the range of 80-84, which was considered a satisfactory academic performance. Moreover, the results signified a negligible negative correlation between teachers' strategies in implementing modular distance learning and students' academic performance. The study suggests revisiting the school's plans for implementing modular distance learning and strengthening the partnership of the school, parents, and stakeholders.
Psychology and Education: A Multidisciplinary Journal, 2022
This study explored the lived experiences of parents and teachers in module distribution and retr... more This study explored the lived experiences of parents and teachers in module distribution and retrieval. The researchers utilized a qualitative phenomenological research design. A total of seven (7) teachers and four (parents) served as the participants. A series of themes were formed such as teachers' preparation in module distribution and retrieval, and the reason for the delayed submission of modules. Teachers' coping mechanisms, and realization and possible solutions are also identified by the teachers. Moreover, the researchers identified themes such as parents' experiences and difficulties in module distribution and retrieval, difficulty in handling learners at home, instructional strategies, motivation, and rewards in facilitating learners at home for the lived experiences of the parents in module distribution and retrieval. While the challenges and problems experienced by the parents in module distribution and retrieval, parents coping mechanisms for the challenges experienced, and realization of the parents in modular distribution and retrieval are identified as additional themes. Therefore, the research found out that lived experiences of the teachers shared the same sentiment that in this setup , it is found difficult to address the needs of the learners immediately due to geographic location. Meanwhile, the parentparticipants responses show that parents experience the need to follow the schedule, learned to manage time, and some parents' experiences leaving their work for the sake of getting the modules in school. The module distribution and retrieval made the teacher develop their intrapersonal skills and grow professionally and become considerate, flexible, patient in every situation, and the need for cooperation between parents and teachers.
Psychology and Education: A Multidisciplinary Journal, 2022
The study was conducted to determine the research competence and productivity among school heads ... more The study was conducted to determine the research competence and productivity among school heads and teachers: Basis for district research capacity building. It was conducted in thirteen Public Elementary Schools and four Public Secondary Schools in Taytay District III and involved twelve school heads and 124 public school teachers. The researcher's modified survey questionnaires and administered utilizing google form. Descriptive statistical tools such as mean, frequency counts, and percentage were applied as statistical treatments. Mann-Whitney Test and Chi-square Test were used to analyze the significant difference between the research skills and productivity of the school heads and teachers. The study revealed that school heads and teachers have different beliefs concerning individual research skills and are described as sometimes and often respectively. However, the study found out that only two teachers and none of the school heads engaged in crafting basic and action research. Results revealed that School heads and teachers were lack of training and seminars on how to do research, insufficient budget in the school to undertake research, difficulty in analyzing qualitative data, heavy teaching load, and the process of proposing research is very tedious and rigorous, busy with their teaching practice and personal life to do research are the challenges encountered by the school heads and teachers in conducting research. Mann-Whitney Test shows that there is a significant difference between the school heads' and teachers' research skills. Chi-square Test revealed that there is a significant difference between the school head and teachers' research productivity.
Zenodo (CERN European Organization for Nuclear Research), Apr 27, 2023
The education sector was greatly affected by the global health crisis of COVID-19, resulting in m... more The education sector was greatly affected by the global health crisis of COVID-19, resulting in massive changes in our education setup , which contributed to various problems and challenges encountered during the implementation of the modular distance learning modality. This study aimed to determine the strategies and challenges encountered by teachers in implementing modular distance learning and its impact on students' academic performance. A descriptive research design was employed. The researchers utilized an online survey method for data gathering. A total of 60 teachers and 187 selected Grade 7 learners were the study's respondents utilizing total enumeration for teachers and stratified random sampling for learners.The study's findings show that teachers could employ strategies such as setting a submission schedule and creating a group chat with the learners. Moreover, establish the appropriate health and safety protocols and safety nets for learners against violence and abuse at home and in the community, and train school personnel for the Learning Delivery Modality (LMD).On the other hand, teachers professed that printing modules were time-consuming, the distance of the learner's home from the school hindered the teachers in providing technical assistance, and learners needed help following instructions. Parents answered the modules of the learners. The need for printing materials was a significant challenge.Most of the student's grades during the first quarter were within the range of 80-84, which was considered a satisfactory academic performance. Moreover, the results signified a negligible negative correlation between teachers' strategies in implementing modular distance learning and students' academic performance. The study suggests revisiting the school's plans for implementing modular distance learning and strengthening the partnership of the school, parents, and stakeholders.
Psychology and Education: A Multidisciplinary Journal , 2023
The education sector was greatly affected by the global health crisis of COVID-19, resulting in m... more The education sector was greatly affected by the global health crisis of COVID-19, resulting in massive changes in our education setup , which contributed to various problems and challenges encountered during the implementation of the modular distance learning modality. This study aimed to determine the strategies and challenges encountered by teachers in implementing modular distance learning and its impact on students' academic performance. A descriptive research design was employed. The researchers utilized an online survey method for data gathering. A total of 60 teachers and 187 selected Grade 7 learners were the study's respondents utilizing total enumeration for teachers and stratified random sampling for learners.The study's findings show that teachers could employ strategies such as setting a submission schedule and creating a group chat with the learners. Moreover, establish the appropriate health and safety protocols and safety nets for learners against violence and abuse at home and in the community, and train school personnel for the Learning Delivery Modality (LMD).On the other hand, teachers professed that printing modules were time-consuming, the distance of the learner's home from the school hindered the teachers in providing technical assistance, and learners needed help following instructions. Parents answered the modules of the learners. The need for printing materials was a significant challenge.Most of the student's grades during the first quarter were within the range of 80-84, which was considered a satisfactory academic performance. Moreover, the results signified a negligible negative correlation between teachers' strategies in implementing modular distance learning and students' academic performance. The study suggests revisiting the school's plans for implementing modular distance learning and strengthening the partnership of the school, parents, and stakeholders.
Psychology and Education: A Multidisciplinary Journal, 2022
This study explored the lived experiences of parents and teachers in module distribution and retr... more This study explored the lived experiences of parents and teachers in module distribution and retrieval. The researchers utilized a qualitative phenomenological research design. A total of seven (7) teachers and four (parents) served as the participants. A series of themes were formed such as teachers' preparation in module distribution and retrieval, and the reason for the delayed submission of modules. Teachers' coping mechanisms, and realization and possible solutions are also identified by the teachers. Moreover, the researchers identified themes such as parents' experiences and difficulties in module distribution and retrieval, difficulty in handling learners at home, instructional strategies, motivation, and rewards in facilitating learners at home for the lived experiences of the parents in module distribution and retrieval. While the challenges and problems experienced by the parents in module distribution and retrieval, parents coping mechanisms for the challenges experienced, and realization of the parents in modular distribution and retrieval are identified as additional themes. Therefore, the research found out that lived experiences of the teachers shared the same sentiment that in this setup , it is found difficult to address the needs of the learners immediately due to geographic location. Meanwhile, the parentparticipants responses show that parents experience the need to follow the schedule, learned to manage time, and some parents' experiences leaving their work for the sake of getting the modules in school. The module distribution and retrieval made the teacher develop their intrapersonal skills and grow professionally and become considerate, flexible, patient in every situation, and the need for cooperation between parents and teachers.
Psychology and Education: A Multidisciplinary Journal, 2022
The study was conducted to determine the research competence and productivity among school heads ... more The study was conducted to determine the research competence and productivity among school heads and teachers: Basis for district research capacity building. It was conducted in thirteen Public Elementary Schools and four Public Secondary Schools in Taytay District III and involved twelve school heads and 124 public school teachers. The researcher's modified survey questionnaires and administered utilizing google form. Descriptive statistical tools such as mean, frequency counts, and percentage were applied as statistical treatments. Mann-Whitney Test and Chi-square Test were used to analyze the significant difference between the research skills and productivity of the school heads and teachers. The study revealed that school heads and teachers have different beliefs concerning individual research skills and are described as sometimes and often respectively. However, the study found out that only two teachers and none of the school heads engaged in crafting basic and action research. Results revealed that School heads and teachers were lack of training and seminars on how to do research, insufficient budget in the school to undertake research, difficulty in analyzing qualitative data, heavy teaching load, and the process of proposing research is very tedious and rigorous, busy with their teaching practice and personal life to do research are the challenges encountered by the school heads and teachers in conducting research. Mann-Whitney Test shows that there is a significant difference between the school heads' and teachers' research skills. Chi-square Test revealed that there is a significant difference between the school head and teachers' research productivity.
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