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CHAPTER 1
INTRODUCTION

Background of the Study

The demand for education is growing in both academic and industrial

scenarios. In connection, student numbers continue to grow which demands

flexibility to incorporate lifelong learning into day-to-day life. These factors, must

have the availability of powerful communication tools and computer systems which

fostered investigation and resulted in implementation of new teaching and learning

methods. Moreover, distance learning is one of the methods of new teaching.

Distance learning is the new rage in the world of education. Also, distance learning is

to deliver education that does not constrain the students to be physically present in

the same location as the teacher.

Even more, the new teaching and learning methods challenge continues

when COVID-19, a novel corona virus illness, appeared in December 2019 at

Huanan Seafood Market in Wuhan, China and within a few months, it had developed

into a global health emergency (Wikipedia, 2020). It has quickly touched thousands

of individuals, who are sick or dying as a result of the disease's spread. The COVID-

19 pandemic also caused considerable disruption, including travel restrictions,

school closures, and a global economic downturn. The closure of schools greatly

affect administration especially in addressing ways to continue learning despite the

presence of COVID-19.

To slow the spread of the virus and decrease infections, most governments

around the world have temporarily closed educational facilities (Tria, 2020). Students

and teachers' face-to-face interaction has also been halted within the institution.

Furthermore, every country is adjusting to a new normal type of education.

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Globally, in recent years before COVID-19 Pandemic, modular learning has

been used. Indeed, distance learning education is effectively adopted worldwide in

countries as diverse in political and social systems as Australia, Indonesia, Pakistan,

Britain, Thailand, China, Canada, India, Holland, Japan and the common wealth

independent countries (Kofahi and Srinivas, 2004). Additionally, Kofahi, et al. added

that this form of education trains the students in self-learning mechanisms while

enhancing their intellectual and thinking abilities. Thus, DL is gaining in popularity

due to two inbuilt tools, “Self-motivation and Self-discipline”.

The implementation of modular technology in Kazakhstan Universities was an

option by many Kazakhstan Lecturers in the designing of educational methodical

complex of disciplines (Kokebayeva, et al. 2015). They add the purpose of the

development of modules is the dismemberment of the content of each course topics

into its constituents’ components in accordance with professional, pedagogical, and

didactic tasks defined for all components of various shapes and types of training,

coordination of time and integration.

Nationally, the Philippines is currently adjusting to a new normal type of

education, with educators' ongoing innovations and active participation from other

stakeholders serving as the driving force behind its success. The Department of

Education implemented Modular Distance Learning to ensure educational continuity

and to ensure that each school continues to achieve its objective and vision of

providing quality education to every Filipino learner. Distance learning is a type of

learning that takes place between a teacher and students who are geographically

separated at the time of teaching. There are three types of distance learning:

modular distance learning (MDL), online distance learning (ODL), and hybrid

distance learning (HDL) as well as television/radio-based instruction Modular

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learning is the most prevalent type of distance learning (Quinones, 2020). This

learning method is currently used by all public schools in the Philippines because,

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

through printed and digital modules is the most preferred distance learning method

among parents with children enrolled this academic year (Bernardo, J).

Locally, the DepEd Distance Learning Delivery Modalities (DLDM) in Davao

Region which is the distance learning programs under the New Normal in view of the

COVID-19 pandemic is committed to heighten the quality assurance of the learning

modules that are distributed to distance learners, as well as the intensified use of TV

and Radio in teaching and learning delivery (Gido, 2020).

Parents and guardians play numerous responsibilities in Modular Learning,

such as Module-ator, Bundy-clock, and Home Innovator, according to the

Department of Education (DepEd). As a Module-ator, they are responsible for

collecting and submitting printed Self-Learning Modules (SLMs) from and to schools

or barangay halls at the start and conclusion of each week, as agreed by the parents

and the school. They must examine their child's timetable or weekly plan as a

Bundy-clock. Due to the large number of subjects or activities to be completed, they

must ensure that all procedures are followed to avoid cramming or delays in

submission, which could negatively impact the child's Performance. Finally, as a

Home Innovator, they must establish a productive learning atmosphere for their child

in order to assist them focus more on learning.

Students will need more self-discipline and motivation, as well as more

preparation time and a lack of clear benefits for teachers and staff, as well as more

administrative resources to track students and run different courses. The main goal

of this study is to learn about the obstacles that students have when implementing
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modular distance learning in the Philippines public secondary schools. This research

also attempts to determine the lived experiences and insights of secondary students

in experiencing modular learning and also the coping mechanism for those who are

struggling with this new learning mode particularly in Paradise Embac National High

School.

Purpose of the Study

The purpose of this qualitative study, specifically a phenomenological inquiry,

was to explore secondary public-school students’ lived experiences with modular

distance learning, how they cope with this challenges and what insights they can

give to other students about modular learning.

At this point in the study, secondary students’ perspectives on learning during

the pandemic correspond to the opinions of Paradise Embac NHS pupils who are

enrolled in modular learning and are dealing with a variety of challenges.

Research Questions

This study sought to describe the lived experiences of the secondary public

school students towards modular distance learning, Specifically, the study answered

the following research questions:

1. What are the lived experiences of the secondary students in modular

learning?

2. How do secondary public-school students cope with challenges they

encountered in modular distance learning?

3. What are the insights of secondary students on modular learning that can be

shared to others?
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Theoretical Lens

Distance education has been characterized by a lack of a solid theoretical

foundation and mostly relied on a trial and error approach until the 1970s. The need

for a sound theoretical basis has led to various interpretations of the concept and the

need for a theory within the framework of distance education According to Kongan

(1988), a solid distance education theory should be able to provide a yardstick to

measure the political, financial, educational and social decisions to be taken to

prevent the ad hoc responses to problem solving. Holmberg (1986) claimed that

distance education is a distinct field of education and paved the way for the critical

recognition of a reputable base theory of distance education.

Another theoretical construct that was added to distance education was the

notion of social presence or the context in which distance learning tokes place, ICT

advancement has modernized the learning process. Siemens (2005) brings together

the social and cultural environment, on the one hand, and the use of technology in

distance education, on the other, in an alternative theory known as 'connectivism.

Technology determines how we learn, how we connect and how we communicate,

and, in this series, connectivism offers a model of learning that acknowledges the

tectonic shifts in society where learning is no longer an internal, individualistic

activity. How people work and function is altered when new tools are utilized

Connectivism provides insight into learning skills and tasks needed for learners to

flourish in a digital era (Siemens, 2005: 7)

Scope and Limitations of the Study

This study focused on the perspectives of selected twelve (12) secondary

students from Paradise Embac NHS who had participated in Modular Distance

Learning. Six (6) people went through the IDI, while the other six (6) took part in a
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focus group discussion. These were carried out in order to discover and examine the

perspectives of all participants in Modular Distance Learning, as well as to learn

about their coping techniques. Furthermore, this research was carried out during the

school year 2021-2022, from December 2021 to May 2022.

Definition of Terms

It would be important to define essential technical terminologies frequently

used in this study. Moreover, this section provides the definitions to acquaint the

readers with the concepts of the inquiry.

Lived Experiences. This term refers to an act or instance of presenting or

revealing the existing or actual knowledge or skill from doing, seeing, or feeling

things (Cambridge Dictionary, 1995). In my study, this term is used to reveal the

existing fact of experiences on undergoing Modular Distance Learning among the

students of Paradise Embac NHS.

Modular Distance Learning. This is a type of distance learning that use Self-

Learning Modules (SLM) based on the most important learning competencies

(MELCS) produced by teachers with the assistance of curriculum developers

(simplyeducate.me, 2021). This word refers to the learning method that the majority

of pupils employed when the COVID-19 pandemic struck and face-to-face learning

was prohibited.
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Organization of the Study

The study is organized and arranged in an order which can be easily identified

and comprehended by the readers. Below are the comprehensive presentation and

discussion of the organization of the study.

Chapter 1 described the problem being studied. Also, the research questions

and underpinning theories that served as guiding light in this undertaking are

presented. Basic terminologies in the operation of this study are also defined.

Moreover, this chapter also paves the way in understanding the core of the study as

it emphasizes the prime purpose and significance. This also includes the limitations

of the research. This chapter also tackled the fundamental concepts, writings and

other studies related to this study from different authorships. This is essential to

establish a profound underpinning for this inquiry.

Chapter 2 included the research design, the roles of the researcher as well as

the manner of data collection and analysis. Trustworthiness and credibility were

given explanations alongside its ethical consideration.

Chapter 3 presented the findings of the study which are based from the pre-

established research questions. The findings elucidate as to what are the problems

of the students in modular learning, how do they cope with this problem and what

insights they could give to other students who are as well struggling in modular

distance learning.

Chapter 4 explained the results of the study as well as the discussion of each

set of findings. It also presents the study's implication on language teaching and

further research to be conducted alongside its concluding remarks.

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Review of Related Literature

The following studies, articles, concepts, and citations, are the supporting

related facts that give and insight into the understanding of the current study—

learning difficulty of the secondary public-school students in modular distance

learning.

Distance Learning
Teachers lecturing in a classroom environment, students listening, taking

notes, asking questions, and receiving answers have been the backbone of

academic instruction since the dawn of time. Distance learning has emerged as a

result of breakthroughs in communication and the pandemic's onslaught. Distance

learning, according to Steffon (2021), is a type of education in which teachers and

students are separated physically during the instruction and learning process. It is an

educational technique that effectively leverages a wide range of resources and

technology to better the student learning experience and to facilitate student-teacher

and student-student communication, according to Burns (2011). Modular learning is

the most popular style of distant learning in the Philippines. It is a type of learning

that use Self-Learning Modules (SLM) based on the Department of Education's most

essential learning capabilities (MELCS) (Manlangit, Paglumotan & Sapera, 2020).

Moreover, the modules include parts on motivation and assessment that

serve as a comprehensive reference to the required competencies of both teachers

and students. Teachers will keep track of their students' development through home

visits (following social distancing rules) and feedback mechanisms, guiding those

who require further help. Independent study is aided by the use of modules. One of

the advantages of using modules for instruction is that pupils develop superior self-
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study and learning skills. Students actively participate in understanding the concepts

provided in the module. They gain a sense of accountability for completing the

module's tasks. The students’ progress on their own with little or no help from others.

They are learning how to learn and are becoming more self-assured (Nardo, 2017).

Other benefits of modular instruction include better adaptability of instructional

materials, more choice and self-pacing for students, and more diversity and flexibility

for teachers and staff. Abidah, Hidaayatullaah, Fehabutar, and Mutakinati (2020)

looked at the remote learning process of Science and Math teachers in one of

Indonesia's secondary schools. Teachers were unable to directly use various

Information and Communication Technology (ICT) devices and online learning

platforms that are widely available in supporting distance implementation, either due

to their ability, parents' economic factors, limited internet access, or a lack of

guidance, according to the findings of the study. However, in distance learning, the

teacher can adapt independently to environmental variables and student

characteristics over time. To deal with those problems, Sari & Nayir (2020)

suggested that teachers in the new normal connect with parents and colleagues.

Furthermore, because education is no longer confined to the classroom,

parents have become educators' partners. As home facilitators, parents play a

critical role. Their key function in modular learning is to develop a connection with the

child and to guide them (Manlangit, Paglumotan, &Sapera, 2020). They are home

facilitators who are responsible for establishing a connection with the child and

guiding them. They have a critical responsibility to ensure that their children receive

a good education without jeopardizing their safety. Similarly, Abuhammad (2020)

identifies obstacles to distant learning implementation. In his research, he discovered

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that distance learning poses significant difficulties for parents. Parents lack training,

support, and qualifications, so teachers engage with them and ask for supervision.

Moreover, despite the benefits of distant learning, such as saving time and

effort for school children, his research found that some parents were dissatisfied with

it and believed that it should not be used to replace face-to-face education. This

finding is also in line with Renes and Strange (2011), who found a major barrier to

distant learning in the United States as a lack of educated professionals. Students

cannot consult their parents for clarification on the concepts given in the module.

Meanwhile, according to Bukhkalo (2018), the secret to successful distance learning

is dependable technology that ensures the online delivery of distance learning

classes employing engaging distance learning techniques. The digital gap (Altbach &

De Wit, 2020) - a term coined for a lack of adequate devices, internet inaccessibility,

instructors' "learning by doing set-up," and other hybrid online chances - has

radically impacted the education environment and revealed old and new issues.

According to preliminary data, around 6.9 million Filipino impoverished

students have inconsistent mobile and internet connections, while 6.8 million have

no device at all (Mateo, 2020). Similarly, there are numerous advantages to distance

learning. For one thing, it is less expensive to maintain. Another advantage of

distance learning is that it is not constrained by geography. However, Simon (2021)

expresses concern that this strategy may disadvantage some students. Students

who do not have access to a computer or the internet may suffer. Those who require

more motivation and organizing support may also struggle when they are not in a

regular classroom setting.

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Modular Learning Approach on the Academic Achievements of Students

As a result of the pandemic, various learning modalities, such as Modular

Distance Learning, have been implemented as an immediate response to ensure

educational continuity. The following studies were examined to fill a gap in the

existing literature on the impact of printed modular learning on students' academic

achievement. Various investigations were undertaken to determine student

achievement in both traditional and new standard teaching methods.

According to Melad (2016), utilizing the "Quadratic Function module has

proved that a modular approach to teaching improves student accomplishment, and

using the module as a corrective teaching material has enhanced student

achievement levels compared to the traditional style of teaching. Satyarthi (2021)

discovered that the modular teaching method was superior than the traditional

teaching method in a published paper on the effective learning strategy for

secondary school students-modular approach. As a result, this modular method can

help students boost their learning capacity while also making it easier for them to

read this self-learning material in addition to the book. Furthermore, Naboya (2019)

found that a modular approach to teaching Inorganic Chemistry is more beneficial

than traditional techniques. The effect of the teaching technique on student

accomplishment levels in Inorganic Chemistry is moderated by reading

comprehension.

Furthermore, There have been studies undertaken on the impact of modular

learning on students' academic performance in mathematics: Lim (2016) discovered

that modular instruction in teaching Mathematics, particularly in word problem

solving, is an effective strategy to learning in his investigation of the effectiveness of

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modular instruction in word problem solving of BEED students. Moreover, Khalil and

Yousuf (2020) discovered in their work on the effect of modular method teaching on

secondary school mathematics students' accomplishment that students in the

modular approach have higher scores. Furthermore, Jazim, Anwar, and B. &

Rahmawati (2017) found that using a constructivism-based mathematics module as

a media to implant the concept of algebra operation was very beneficial in boosting

students' mathematical knowledge of the topic. In addition, the results of an

observation conducted on the usage of modules in studying mathematics revealed

that students with high academic ability were active in the discussion.

Gossenheimer is an expert in a variety of learning topics. The impact of

remote education on academic achievement in a pharmaceutical care course was

investigated by Bem, Carneiro, and de Castro (2017). Students performed better in

the distant education module, according to the report. In their study on the

effectiveness of learning in the usage of learning modules versus students learning

outcomes, Rahmawati, Lestari, and Umam (2019) found that students utilizing

modules had better average mathematical learning outcomes than students who did

not use the module. Ambayon (2020) produced a paper on the modular-based

strategy and students' achievement in literature According to the results of the study,

college students' performance in literature increased from poor to exceptional when

they used the modular method, whereas those who did not used the modular

approach improved from poor to fair. Another study by Oparina & Rakova (2018) on

the Modular Approach to Teaching and Learning English Grammar at Technical

Universities found that the module approach is beneficial in boosting students'

knowledge. Its modular approach to English grammar teaching and learning has
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been found to be beneficial in terms of educating and increasing students'

understanding and critical thinking.

A study by Valencia (2020) Modular Method in Teaching Science 10 found

that when students were taught utilizing a modular approach, their test results

improved dramatically and they were described as competent. This suggests that the

strategy has proven to be effective in raising pupils' academic achievement. While

Yazon (2017) found the module to be helpful in aiding the learning process in his

article on module validation and effectiveness in measuring students learning.

Teacher’s Readiness and Challenges in Modular Distance Learning

The beginning of distance learning can be shifted back to over a century ago

(Birnbaum, 2001, Hanson et al., 1997: Mehrotra et al., 2001). It is simply defined to

be studying from home as contrast to the traditional classroom setup where students

regularly go to school to meet their teachers who facilitate and guide them in

learning. In higher education, there is a noticeable growth in programs designed for

dis-tance education because of the time and space restriction of face-to-face

learning system. It is economically advantageous for some and is preferred by

students belonging in the middle and lower classes. Learners may continuously earn

their livelihood and apply for jobs to help their families while at the same time

improving their qualifications since distance learning gives them the opportunity to

earn while they learn (Brown. 2017).

Students may opt to enroll in a blended learning environment where they may

answer modules and participate in synchronous and asynchronous classes in the

colleges and universities. The sudden spread of institutions which offer distance

education globally not only offers learners greater opportunities but also brings

forward setbacks. In distance learning, the students are seen as unsupervised, self-
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directed, independent, and are expected to be more autonomous which is

considered one of its challenges (Ekmekçi, 2015). As Holmberg (1989) states, many

people have opted to pursue distance education for it is much more convenient for

them, they have more flexible hours, and it suits the individual students' needs for

adapting. This has been carefully considered at present for in the primary and

secondary public schools in the country. during enrollment parents and learners

were asked on what modality for distance learning will fit them and their current

situation which leads to the preparation and use of printed and offline modules in

learning as chosen by the majority. According to Mehrotra, Hollister, and McGahey

(2001) as cited by Sadeghi (2019), this new form of education is not a future

ideology learning institutions should prepare for, it is the present context that hands

over both opportunities and demands for them; a reality providing more available

choices for students in the way they acquire knowledge.

It is the 'now' of education, it is the big leap from what the people for

centuries have been accustomed to. It lets the students grab opportunities that were

not possible and available in the past. Regarding the implementation of Distance

Learning, a change in pedagogy is considered a complicated and challenging matter

for the Distance Education institutions not only for the educators (Arinto, 2016). This

new setup requires continuous development on the part of the teachers to be able to

ensure that quality education is still shared to the learners and that they can continue

the learning of facts despite the current context of teaching. This would mean that

the pedagogy utilized in distance learning should not be any much different to that of

the traditional setup. Bates (1995) on one hand has a totally opposite idea. He stated

that instead of using technology to imitate traditional methods, technology should be

otherwise used to improve delivery and instruction. Holmberg (1989) on the other
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hand also tackles these schools of thought and considers distance education. as a

mode of education which has a very different output rather than simply considering it

as a face-to-face classes substitute.

Teachers must decide which attitude they will adopt in their teaching styles

because it has a profound impact on their approach to a new way of instruction. This

is a big consideration for instruction lies on the hands of the teachers. It is the

teachers who deliver education, not the learning materials. Consistent monitoring of

the progress, communication with the learners and development must be done by

the educators. Another interesting consideration for educators is how they perceive

the main objective of distance education. Schlosser and Anderson (1994, cited in

Imel, 1998) expressed their insights regarding their major concerns about the goal of

education done in distance.

They mentioned these ideas forward in a review of distance education in

literature teaching. According to them, the objective of the implementation of

distance education in the United States is to provide the students with sufficient skills

that is not entirely like that of face-to-face instruction. All the necessary

competencies must be achieved, and language practice must also be done regularly.

This means that the knowledge and skills required of them must also be mastered in

their homes using the tools they were given or anything available. Locally speaking,

most students in the country had been required to undertake modular distance

learning as solution to the pandemic currently faced by the country.

The use of modules became the alternative to face-to face classes which is

highly disregarded to be performed as the mode of learning for the mean time due to

the present context of the country. Courtney and Wilhoite-Mathews' (2015) as cited
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by Chamorro (2018) belief on modular distance learning was that distance

education's oldest form was modeled to correlate teaching and learning using

materials that are mainly print-based. However, the method had been reported to

have many limitations. One of which was the slow delivery of the materials. Another

is the lack and late giving of feedbacks through the available tools of communication.

This is particularly relevant to the current context since based on survey, modular

learning has been the top choice of most parents in adapting to the new way of

delivering basic education to the leaners. Modular distance learning offers equality of

opportunity to all.

This distance learning option can be categorized into the distribution of printed

or offline modules which can be accessed by the learners using their own mobile

devices e.g. cellphones, laptops, and tablets at home. If the learning materials do not

hinder the studies of the learners and is accessible for everyone it can indeed

provide equal opportunity (Kör, 2013). Therefore, it must be assured that learners be

given materials equally and efficiently to make sure that no one is left behind and

that there is equitable opportunity for everybody.

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Chapter 2

METHODOLOGY

This study presents the methodology of the study that explains the research

design, research participants, role of the researcher, data sources, data collection

procedures, data analysis, trustworthiness of the study and ethical considerations.

Research design
This research used a qualitative technique, specifically a phenomenological

approach, which documented the structure of experiences as they presented

themselves to awareness, without the use of theory, deduction, or assumptions from

another discipline. As a humanistic or idealistic method, qualitative research focuses

on understanding a study query. It's utilized to decipher people's thoughts, feelings,

attitudes, actions, and interactions. It also generates data that isn't numerical. Pathak

et al. (2013) emphasized that qualitative design is thought to be appropriate for

analyzing secondary public school students' lived experiences through modular

distance learning.
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Furthermore, phenomenology aims to provide an integrated account of all

acts of consciousness or experiences, including everything from thinking to feeling to

social interaction, the nature of objects in the world to which our consciousness is

attuned, the language we use to express our thoughts in the world, and the larger

culture that we create around us. Phenomenology is particularly interested in the

experience of objects (phenomena) as well as the actions of consciousness by which

and through which these objects are revealed (Detmer, 2013). Moreover, the

fundamental goal of this study is to elucidate the meaning, structure, and core of the

participants' lived experiences, phenomenology was used. In addition, the

methodology and approach were used in this study because we, as the researcher,

wanted to learn about secondary public school students' experiences with modular

distance learning.

Research Participants
The participants of this study were the selected secondary public school

students of Paradise Embac National High School. To establish uniformity and

accurateness of the research participants, the researcher sets these pre-inclusion

criteria which include: they were the students who undergo modular learning during

the pandemic, they must be a secondary student enrolled in the School Year 2021-

2022 in Paradise Embac NHS.

Furthermore, qualified participants were chosen based on the set criteria, with

six (6) secondary students selected for the In-Depth Interview (IDI) and six (6)

secondary students selected for the Focus Group Discussion (FGD), and these

participants demonstrating their willingness to participate in our study. They were

chosen to best meet the researcher's purpose of understanding the meaning of their

experiences with the modular mode of learning.

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The study used a purposive sampling of the participants, since Creswell

(2012) noted that this works well when the persons being investigated are people

who have experienced the occurrence. The study included twelve (12) secondary

students from Paradise Embac NHS who participated in modular distance learning.

The qualitative study's twelve (12) participants satisfied Polkinghorne's (1989)

recommendation that five (5) to twenty-five (25) individuals in a qualitative approach

retain real and genuine responses because of the close relationship that can be built.

Role of the Researcher

We played the roles of interviewer, moderator, transcriber, data analyzer, and

verifier in this phenomenological investigation. We want to collect intersubjective and

trustworthy information about secondary public school students' experiences with

Modular Distance Learning (MDL). Since our initial objective was to interview the

selected participants about their experiences or issues with modular learning, we

became interviewers. As an interviewer, we made sure that all of their responses

were written on a separate piece of paper that served as a guide for data encoding,

and that our personal opinions on the phenomena were kept aside to maintain the

study's authenticity.

Second, throughout our focus group discussion, we acted as moderators. We

handled and led the entire interview because it was a group conversation, avoiding

dominance by one or two people and allowing those who aren't very verbal to

express themselves. We instructed the participants that participant 1 should be the

first to respond to each question, followed by participant 2, and so on.

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Third, when we transcribed all of the data, we made sure that all of the

transcriptions were accurate, and we allocated codes to the participants in order to

conceal their identities while transcribing the data. We also double-checked that all

of the participants' responses were typed exactly as they were stated in the audio

recording. Fourth, as we analyzed the data and deduced the developing themes, we

transformed into data analysts.

Finally, as the verifier, we double-checked the data by returning it to the

participants so they could double-check their answers during the interview. This

increased the data's trustworthiness. We allowed them to review the transcribed data

to see if it corresponded to the idea they expressed during the interview.

Data Sources
Data sources, according to Ranney et al. (2015), are summaries of the

particular methods required to conduct valid and reliable qualitative research, with a

focus on focus and interview studies.

Data triangulation was used as a source of data in this study to increase the

reliability and validity of the results, which were acquired from our participants, who

were Grade 10 and Senior High students who underwent Modular Distance Learning

in Paradise Embac NHS. As noted by Carter et al. (2014), Cohen and Manion (1986)

proposed triangulation as a method for mapping out or explaining the richness and

complexity of human behavior by investigating it from multiple perspectives.

An open-ended In-Depth Interview (IDI) is one of the most used methods of

data collecting in qualitative research (Legard, Keegan & Ward, 2003 as cited by

jamshed 2014). The goal of this interview is to investigate and comprehend each
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participant’s ideas, sentiments, and point of view without being influenced by

secondary public school students in Paradise Embac NHS experiences and issues,

as well as their insights upon experiencing modular learning.

On the other hand, we employed Focus Group Discussion (FGD) to collect all

six (6) participants with the same characteristics to discuss topics, events, and

experiences related to the same topic. As a result, the focus group transcript may be

examined to see how participants interact with one another, impacted by the

opinions of others, something that is clearly not possible with one-on-one interview

data (Patton, 2015; Lochmiller & Lester, 2016).

Secondary sources were also used as a source of information. Previous

researchers, letters, historical data and information, textbooks, and so on were

among the references. Secondary data are data that has already been obtained for

another reason or by someone other than the researcher. Those data could have

been collected for another scientific study or for administrative purposes in the first

place (Given,2008).

Data Analysis
The information gathered during the study's execution was analyzed in order

to arrive at conclusions that addressed the study's problem. In research, data

analysis entailed synthesizing a large amount of information and presenting the

findings in a way that communicates the most essential aspects (Hancock et al.,

2000, as quoted by Harding) (2013).

After transcribing the interview results, the data was analyzed, and the

participants were divided into focus groups. The researcher analyzed the obtained
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and gathered data with coding and thematic analysis in this study. The information

was categorized into groups based on participant replies.

The method used in this study to analyze and report on the pattern of themes

was thematic analysis. Thematic analysis, according to Braun & Clarke (2013), is a

flexible data analysis plan used by qualitative researchers to produce themes from

interview data. The researcher underwent techniques for this objective in this

investigation. To familiarize ourself with the data, We listened to and transcribed the

recorded interview of the participants, then read it again to look for similar

responses. After familiarizing yourself with the data, you can start coding it. We used

coding to mix the data and come up with certain themes, ideas, and categories.

Then, to make it easier to find comparable pieces of text, they were labeled with a

code label. Then, related text sections were labeled with a code label so that they

could be conveniently retrieved for further comparison and study.

We classified the clusters depending on the meaning or linkages shared by

the codes once they were grouped together. The next step was to name the codes,

which involved using the labels that had been developed for the theme and coming

up with a comprehensive name that described the link or meaning represented in the

theme. To increase the data's credibility, I enlisted the help of my data analyst and

adviser for additional verification. Finally, I presented the data's findings and

interpretation.

Trustworthiness of the Study

The trustworthiness of this qualitative research had incorporated measures to

ensure its rigor which includes credibility, dependability, transferability, and

confirmability as suggested by Shenton (2005)

 23

Credibility deals with the question of how congruent are the findings with

reality. It refers to the confidence in the truth of the findings. Lincoln & Guba (1985)

as cited by Shenton (2005), argue that ensuring credibility is one of the most

important factors in establishing trustworthiness. In this study, 1. the researcher,

adopted data triangulation, prolonged engagement, and member checking as

suggested by the authors mentioned above.

Triangulation, as suggested, may involve the use of the main method, focus

groups and individual interviews, which form the major data collection strategies for

qualitative research (Brewer & Hunter, 1989). In this study, We had participants who

are secondary public schools' students who have struggled in modular distance

learning for focus group discussions and other participants for in-depth interviews,

and the gathered data was triangulated to support the main method of this study.

To implement the triangulation of methods, the data come from the transcript

of the In-Depth Interview and Focus Group Discussion of the participants were

included in the appendices of the study. However, if data would not be saturated

after the conduct of the two major methods in the study which are the IDI and FGD,

we would repeat the administration if the first method to triangulate methods of the

study and to obtain the saturation of data needed.

To further address credibility, we employed prolonged engagement with the

participants in order to gain an adequate understanding of the secondary public

school students and to establish a relationship of trust between us. According to

Cohen et al. (2006), the researcher should be there long enough to become oriented

to the situation so that the context is appreciated and understood. Also, to be able to

detect and account for distortions that might be in the data (eg, researcher begins to
 24

blend in; respondents feel comfortable disclosing information that no longer tows the

party-line'). The researcher can rise above his or her own preconceptions and can

build trust. In order to build trust among research participants, the researcher

engaged first in a friendly conversation in a way that participants feel at ease during

the conduct of In-Depth Interview (IDI) as well as in the Focus Group Discussion

(FGD). We let them freely express their ideas in any way that they wanted, also

asking probing questions greatly helped in building trust towards them.

In addition, we also used tactics to help ensure honesty in informants when

contributing to the data. In particular, each participant approached was given

opportunities to refuse to participate in my study so as to ensure that the data

collection sessions involved only those who are genuinely willing to take part and

prepared to offer data freely.

Moreover, we also employed member checking to strengthen our study's

credibility. Checks relating to the accuracy of the data took place in which the

secondary public school students were asked to read any transcripts of dialogues in

which they participated with. In here, the emphasis is on whether the participants

consider that their words match what they actually intended. Thus, the data,

interpretations, and conclusions were shared with the participants. This allowed them

to clarify what their intentions are, correct errors, and provide additional information if

necessary. This would also confirm the truthfulness of the summary that these are all

their experiences (Streubert & Carpenter, 1995).

According to Trochim (2006) as cited by Zohrabi (2013), the participants are the

only ones who can justifiably examine the credibility of the results. Thus, consistency

in the study was observed on its dependability. This entailed launching a believable
 25

result from the viewpoint of the participants in the study, since it was the perspective

of the participants where we can describe or understand the phenomena of interest.

Dependability is important to trustworthiness because it establishes the research

study's findings as consistent and repeatable (Patton, 2005).

To address dependability, We used "overlapping methods", such as the focus

group and individual interview to have multiple data gathering procedures using an

interview guide as well as triangulation.

In addition, the processes in this study were reported in detail, enabling a future

researcher to repeat the work. The researcher discussed the details of what was

done in the field in data gathering, and evaluating the effectiveness of the process of

inquiry undertaken as in the reporting of assessment and evaluation.

According to Crotty (2006) as cited by Cowling (2014), transferability implies

generalizability of the findings and results of the study to other settings, situations,

populations, and circumstances. Bassey (1981) proposes that, if researchers believe

their situations to be similar to those described in the study, they may relate the

findings to their own positions. This is supported by Lincoln and Guba (1989) and

Firestone (1993) as cited by Shenton (2005) who suggest that it is the responsibility

of the researcher to ensure that sufficient contextual information about the fieldwork

sites is provided to enable the reader to make such a transfer.

To ensure transferability, We made sure that the research was well discussed

and in the full description of learning difficulties toward learning using modular

modality so that interested readers and researchers, specifically the teachers and

students were given enough references should they do to transfer data.

 26

Lastly, Lincoln & Guba (1985) as cited by Shenton (2005), posit that

confirmability is a measure of how well the inquiry's findings are supported by the

data collected in which it has defined neutrality.

To address the issues of confirmability, 1, the researcher in this study, made

sure 2that the findings are the product of the focus inquiry and not of the biases of

the researcher. In addition, we used audit trail in which shows how the data

eventually leading to the formation of recommendations are gathered and processed

during the course of the study. It reviewed raw data such as recorded videotapes,

written field notes, and documents. The transcription through printed texts was given

back to the participants for authentication and verification that was signed by them.

The data come from the transcript of the In-Depth Interview and Focus Group

Discussion of the participants was included in the appendices of the study.

Moreover, we have kept all the records regarding what were done in the

conduct of the study so other personnel such as the research panel and the adviser

could check to see if the interpretations and conclusions could be traced to legitimate

sources.

Ethical Consideration

In doing research, ethics is an important aspect to be considered most

especially if it involves human participation. Thus, Bryman & Bell (2007), give some

points to be considered in attaining the ethical considerations of a study. According

to authors, ethical considerations include: (1) research participants must not be

subjected to any harm, (2) full consent should be obtained, (3) respect for dignity of

research participants should be prioritized, (4) there should be voluntary participation

and informed consent and assent forms from the participants, (5) the use of
 27

offensive and discriminatory language must be avoided, (6) privacy and anonymity is

paramount, (7) acknowledgment from other works through citations must be

observed and (8) maintenance of the highest level of objectivity in discussions and

analysis.

On the other hand, the concept of ethical consideration was further

strengthened during the Belmont's Report which explained that the expression "basic

ethical principles" refers to those general judgments that serve as a basic justification

for the many particular ethical prescriptions and evaluations of human actions.

Moreover, legal and ethical issues form an important component of modern research

(Yip et al., 2016). Three basic principles are particularly relevant to the ethics of

research involving human subjects such as the principles of respect of persons,

beneficence and justice.

Since the participants of this study are the individuals in secondary public

school students, 1, the researcher, followed the ethical standards as enshrined in

Belmont's Report to preserve the trust they gave.

The first principle, respect for persons, asserts that research participants

should be treated as autonomous individuals which means they are independent,

self-governing, capable of making decisions for themselves as long as they are given

sufficient information to make those decisions. This principle forms the basis of

informed consent (Creswell, 2007).

In addition, since the study involves participants, it is my prime obligation to

explain to them about my study. I gathered my participants for a sort of orientation

for them to be aware of their involvement in this research. Also, I explained to them

the objectives of my study such as to discover and understand their lived

 28

experiences about modular distance learning, what are their coping mechanisms and

what insights they could give in general about modular distance learning.

The second principle, the principle of beneficence, refers to making efforts to

secure the well-being of research participants, or to minimize the possible risks of

the research and minimize its possible harm. The key to this principle is, since all

research has both risks and benefits, to make sure they balance. Benefits to

research might develop friendship with the researcher or other participants,

knowledge or education gleaned from participation or the opportunity to do well for

society or receive the extreme of others (Creswell, 2007).

Thus, this study has benefits for my research participants, of which they may

use the results of the study as their guide in modular distance learning with ease and

conviction since it is tested already from the participants of the study.

Finally, the third tenet of the Belmont Report is the principle of justice. All

classifications of people (race, gender, ethnicity, age, etc.) should be equally

subjected to the risks and benefits of research, and people should be included or

excluded only for reasons that have to do with research questions or hypotheses

(Adams, 2008).

Consequently, in this study, to address data privacy, 1. as the researcher,

safeguarded the results, findings and the identities of the research participants. As

such, to conform to the Republic Act No. 10173 also known as the Data Privacy Act

of 2012, I used coding and pseudonyms specifically in the conduct of IDI and FGD to

ensure confidentiality of their personal identity through anonymity or with the use of

pseudonyms.
 29

In addition, to ensure much more data privacy, I ensured that all the data was

secured and these only be used to achieve the main purpose of the study. Likewise,

all pertinent data and their copies which may endanger the identities of the

participants from disclosure was stored securely in a safe for three years. This safe

can only be accessed by none other than the researcher herself and the researcher's

adviser. After the allotted time, all data will be burned and completely destroyed in

order to protect the confidentiality of all the study's participants.

As suggested, I ensured that all the principles would be addressed to protect

the rights of the participants. I made sure that the participants would not spend any

amount of money for I would acknowledge their contribution to complete my study.

The participants were provided with snacks or meals depending on their available

time and accommodated properly for the completion of my study. The participants of

this qualitative research were given due credits for all the contributed time, effort and

wisdom. Lastly, the result of this study was presented to the participants to give them

awareness to give justice to their participation.

 30

Chapter 3
RESULTS

Presented in this chapter are the experiences of the participants, their

insights and perceptions as well as the constructs which emerged from the

information gleaned through in-depth interview and focus group discussion.

Experiences of Students in Modular Distance Learning

From the data collected on the experiences of the participants, three main

themes emerged as presented in Table 1. These themes helped me determine

which core ideas to report. These themes are: 1) Answers Relying to modules

answers key; 2) Lack of person Responsible for giving explanation; and 3)

Distraction in the Learning Environment.

Table 1

Major Themes and Core Ideas on the Experiences of Students in Modular

Distance Learning
 31

Major Themes Core Ideas

 Modular learning didn’t help a lot because I

occasionally seek answers from the answer key.
 Relying in the modules answers Key makes
Answers Relying to modular-based learning helpless in gaining
modules answers key knowledge.
 By not having any knowledge in how to answer
the modules activities, I directly get the answers in
the modules answer key.

 I am having understanding the modules content

and I don’t have anyone to ask for explanations.
Lack of person
 I am having a difficulty in understanding the
Responsible for giving
lessons and no one can explain it in a greater
explanation
depth.
 I am not familiar with all the words and I am really
concern that no one can tell me it’s meaning.
 I can’t concentrate due to the distractions at home.
 I can’t focus on understanding the lesson because
of the distractions.
Distraction in the  I am easily get distracted by my gadgets that I
Learning Environment tend to forgot that I have still unfinished module
activities and projects that needs to get done.

Answers Relying to Modules Answers Key

The majority of participants stated that they frequently rely on the module

answers key. Because they were unable to comprehend the lesson, they were

unsure how and what to answer in their activities, so they simply copied the answers

key off the back of their module, gaining no knowledge of the module's content.

As shared by FGD_3,
“Para sa akoa gamay rajud Kaayo akong natun an. Magsalig rami sa
answers key kay laayon sa pag answer ug wala pud ko kabalo unsay
Dapat I-answer.”
(Modular learning only helps me a little because I occasionally only
obtain an answer from the answer key.)

In relation to this, IDI_6 added that,

 32

“Kasagaran akong gina answer sa activities kay gkan rapud sa answer

key,maong gamay rajud ang natabang sa akoa ang modular Learning.”
(I mostly use the answer key to answer the activities, that’s why
modular learning only helps me a bit.)

Another Participants who also relies in modules answer key is FGD_1 who
said that,
“Para sa akoa gamay rajud Kaayo akong natun an. Magsalig rami sa
answers key kay laayon sa pag answer ug wala pud ko kabalo unsay
Dapat I-answer.”
(I didn't get much knowledge. Because it's too boring to answer and I
don't know what to answer, I rely heavily on the answer key.)

Lack of Person Responsible for Giving Explanation

According to the study's findings, one of the participants' main concerns is not

having someone to provide a more detailed explanation so that they may learn and

understand the lesson. It's also why they couldn't answer the questions in their

activities because they were having trouble comprehending the topics in their

modules. Clearly, the lack of a person in charge of providing explanations obstructs

their learning and comprehension of the lesson when participating in modular

learning.

This was attested by the statement of FGD_4 who stated that,

“Pag naay lisod na pangutana tapos walakay mapangutan an para sa
particular na pangutana.”
(When a difficult question arises, I have no one to turn to for an
answer.)
This was also corroborated by FGD_6 who stressed that,
“Ang pagsabot lang sa lessons ang akong gikalisudan ug naa kay
gusto ipangutana, wala kay mapangutan-an.”
 33

(I had trouble understanding the lessons and had to ask questions

about the module, but I didn't have anyone to turn to for answers.)
In relation to this, IDI_3 Divulged that,
“Akong concern kay kanang walai makahatag ug Explanations sa mga
lessons, labaw ng dili familiar ang mga words.”
(My concern is that no one can explain the lessons to me, especially
when the words are unfamiliar.)
IDI_4 also mentioned that,
“Para sa akoa lisod sabton ang mga lessons na walay mag explain
para mas masabtan nako.”
(I find it difficult to understand the teachings without someone who can
discuss the issue in greater depth.)
FGD_5 also reveals that,
“Naay lisod na mga pangutana ug mga word na lisod sabton unya
walai kui mapangutan-an.”
(There are difficult questions and words to comprehend, and I have no
one to turn to for assistance.)

Distraction in the Learning Environment

Secondary pupils, despite their youth, stated that distractions in their learning

environment are one of the reasons they can't focus on answering their modules.

Temptations to use their smartphones and spend more time looking through their

social media than focused on their modules are among these diversions.

From the remarks of FGD_3, she stated that,

“Ang mga difficulties na akong na encounter sa modular learning kay
kanang lisod kaau sabton ang mga topic ug lisod I focus tungod sa
mga distractions.”
(The challenges I faced with modular learning were that it was difficult
to understand the courses and that it was tough to focus due to the
interruptions.)
Another statement to support this is from FGD_5 who mentioned that,
“Dili ko ka focus kay matintal gyud ko sa cellphone, magscroll sa social
media hangtud sa makalimot na ko na naa kui humanunon na activities
ug projects.”
 34

(I can't concentrate on the modules because I'm easily distracted by

my phone, looking around social media, and forgetting that I have
school activities and projects to complete.)
Moreover, FGD_1 stated that,
“Dili ko maka focus ug answer sa module tungod sa mga distractions
sa balay.”
(Due to distractions at home, I was unable to concentrate on answering
the module.)

Coping Mechanisms of Students in Modular Distance Learning

There were three main themes that emerged from data collected from the

responses of the participants, as shown in Table 2 namely: 1) Technology Supports

as a Solution for Students in Modular Distance learning; 2) Support System in

Answering Modules; and 3) Avoiding Distractions for focus and concentration in

answering modules;

Table 2

Major Themes and Core Ideas on the Coping Mechanisms of Students in

Modular-Based Learning

Major Themes Core Ideas

 I used a gadget in answering the problems that I

was having trouble understanding.
Technology Supports  I frequently used Google to conduct research in
as a Solution for order to better comprehend the lesson.
Students in Modular  I occasionally seek assistance from my sister, but
Distance learning. the most of the time I use a device to conduct
research on the module's lesson.

 I seek assistance from my peers or classmates on

how to respond to the activity's difficult questions.
 I tried to remain optimistic and ask assistance
from my mother if needed.
Support System in
 I request assistance in order to fully comprehend
Answering Modules
the modules lesson.
 35

 I am not getting shy in seeking assistance from

my neighbor.

 I keep away my gadgets that can cause

distraction to concentrate in my module.
 I must focus and avoid things that can turn into a
distraction when I’m studying.
Avoiding Distractions
 I finished first my house chores before answering
for focus and
my modules so that there will be no more
concentration in
distraction.
answering modules
 I make sure that my gadgets are all hidden away
from me to avoid the distraction that it’ll cause
when answering the modules.

Technology Supports as a Solution for Students in Modular Distance Learning

Most of the participants admitted they faced difficulties in understanding the

lessons in their module. Hence, one of their coping mechanisms is using technology

in order to help find more explanations in the topic that they're having a hard time

understanding. This theme included technology as one of the tools to help students

cope with modular-based learning.

One of the participants, FGD_4 agreed with this stating that,

“Naga gamit ko ug google para mag himo ug research about sa topic

kay para mas masabtan nako.”

(I frequently utilize Google to conduct research on a topic in order to

better comprehend the lesson.)

This was corroborated with the statement of FGD_3 who mentioned that,

“I used gadget para ma-solve ang mga problema na akong gilisudan.”

(I used a gadget to answer the problems in the module that I was

having trouble understanding.)

Another same sentiment is given by IDI_4 who stated that,

“Gapa tabang ko usahay sa akoang ate pero most of the time

nagagamit ko ug gadget para maka search about sa lesson na naa sa
module.”
 36

(I occasionally seek assistance from my sister, but the most of the time
I use a device to conduct research on the module's lesson.)

Support System in Answering Modules

To better comprehend the issues that the participants were having, they

tended to seek assistance from their friends, classmates, and families. As a result of

the findings, participants request explanations from someone they know and trust in

order to better comprehend the module's lesson and how to complete each activity.

As mentioned by IDI_4, H

" Pag lisod ang lessons nya dili ko kasabot, nagapangita ko ug ways
para ma help nako akong kaugalingon ug pag di najud ko ka gets
mangayo ko ug tabang sa akoang ate.”

(When I don't understand the lessons, I look for ways to help myself,
and if I still don't understand, I approach my sister for assistance.)

The same technique was done by IDI_1 who stated that<

“Ginapangutana nako akong mga friends or classmate ug unsaun nako

pag answer ang lisud na questions sa activity.”

(I seek advice from my peers or classmates on how to respond to the

activity's difficult questions.)

FGD_6 is also of the same side that,

“Usahay kanang lisud najud kaayu ang activity, mangutana ko sakong

classmate kung giunsa nila pag answer.”
(When an activity is difficult, I will seek assistance from my classmates
to see how they solved it.

Moreover, IDI_2 also stated that,

“Usahay mangayo ko ug tabang kay mama ug think positive lang.”

(I occasionally seek assistance from my mother and try to remain
optimistic.)
FGD_3 also claimed that,
“Nagpapatulong ako to understand the modules.”
(I request assistance in order to fully comprehend the module.)

Avoiding Distractions for Focus and Concentration in Answering Modules

 37

Participants' responses revealed that one of their coping mechanisms was to

minimize distractions that would cause them to lose attention while working on their
modules. Avoiding distractions when learning and answering their modules, such as
staying away from their electronics and doing their house responsibilities first, allows
students to be more focused on their studies and makes modular-based learning for
them a lot easier.

This was clearly manifested in the statement of FGD_2 that,

“Para saakoa ipalayo dapat ang mga gadgets ug mga butang nga
maka cause ug distractions para makaanswer ug module.”

(In order to answer a module, I believe that gadgets and other potential
distractions should be avoided.)

This was also supported by the statement of participant IDI_3 who stated that,

“Taguan ang mga gadgets nga maka-cause ug distractions pag mag

answer na ug module.”

(When I'm answering my module, I put away any devices that can
distract me.)

Moreover, IDI_2 also stated that,

“Ginahuman sa nako akong mga buluhaton sa balay na maka cause

ug distractions pag mag sugod nako ug answer.”

(I finish my house duties first, which sometimes cause distractions

while working on my modules.)

FGD_1 is also having the same coping mechanism which is avoiding

distractions for focus and concentration in answering modules and he stated that,

“Para saakoa magpalayo sa mga distraction ug maglikay para maka

answer jud ug human sa activites sa module”

(To complete all of the exercises in my module, I need to stay focused

and avoid distractions.)

IDI_6 also mentioned that,

“Mag focus dili padala sa mga distractions.”

(Keep your focus and don't let distractions get in the way.)

Insights of Secondary Students in Modular Distance Learning

With the through understanding of the respondents’ responses, table 3

below shows the (3) themes emerged that were surely essential in modular distance
 38

learning namely: 1) Research for Seeking Answers/Explanation; 2) Asking Support

from Family, Friends and God; 3) perseverance in facing the challenges in modular-

based learning.

Table 3

Major themes and Core Ideas on the Insights of Students in Modular Distance
Learning

Major Themes Core Ideas

Research for  You must conduct a Google search to properly

Seeking comprehend the lesson.
Answers/Explanation  I make a research to find explanations once I can’t
understand the lesson anymore.
 I did my best to learn by looking for more examples
and explanations in the internet.

 Seeking help from family and God as inspiration to

deal with all of the issues.
Asking Support from  Encouragement from family and friends to keep
Family, Friends and going and deal with the difficulties, no matter how
God difficult they are.
 Modular learning is made much easier by studying
alongside colleagues and classmates.

 They should think of their future in order to finish

their modules activities.
Perseverance in the  They should not rely on anyone else but only to their
face of difficulties self in facing the difficulties.
 They must persevere in the face of difficulties and
don’t let anything distract you.
 In order to be motivated in answering their modules,
they must remember their goals and ambitions for
their future.

Research for Seeking Answers/Explanations

From the results of the study, the participants enunciated that most of them

couldn't understand the lesson well by reading only the explanations in the module
 39

itself. They appear to believe that in order to better comprehend the lesson in their

module, they will need to conduct research in order to find additional instances and

explanations. They gain information and complete their modules because they were

able to comprehend the course by conducting research to find examples and

explanations.

These suggestions were manifested in the statement of FGD_1 and FGD_5

who said,

“Magresearch sa google para mas masabtan nako ang lessons.”

(Do some google research so you can fully comprehend the lesson.)

Moreover, FGD_2 said the same recommendation as she said that,

“Usahay pag lisud najud sabton ang lesson ,mag research ko for more
explanation.”
(When the lessons are very difficult to comprehend, I will conduct
research to look for additional explanations.)
IDI_2 also stated that,
“gibuhat nako akong best na maka learn through mag research sa
internet for examples and explanations para mas masabtan ang topic.”
(I tried my hardest to learn by looking up more examples and
explanations on the internet to help me comprehend it better.)

Asking Support from Family, Friends and God

One of the ideas made by the study participants was that students should

seek help from their family, friends, and God. In response to this proposal, the

participants stated that they should seek assistance in order to remain motivated and

capable of dealing with the obstacles they face. They also describe cooperating with

their classmates, who are also their friends, to assist and encourage one another in

overcoming the hurdles they are both encountering in modular-based learning.

 40

These suggestions were manifested in the response of FGD_1 who stated

that,
“Family Support ug self support”
(Family support and self support.)

This as supported by the statement of FGD_2 who stated that,

“Gina encourage ko sa akong family, friends, and also akong sarili as a

support na makaya nako ang tanan na challenges.”
(My family and friends, as well as myself, act as my support system,
assuring me that I can overcome any obstacles.

Another response spoke of the same suggestion from IDI_6 who stressed
that,
“Family support ug pangayu suporta sa ginoo”
(Family support and seeking support from almighty god.)
FGD-4 also stressed that,
“My classmates and I work together to handle the difficulties we’re
facing and to help each other understand the lessons that we are
having a hard time understanding.“

Perseverance in the Face of Difficulties

The participants' most essential recommendation was to persevere in the face

of difficulties. Most students failed to comprehend the module lessons, according to

the participants, because they lacked confidence in their ability to do so. They lose

hope and become sluggish when it comes to completing their module activities. As a

result, the participants advised that you believe in yourself and have the tenacity to

overcome any obstacles in order to achieve and have a brighter future ahead of you

as a result of your hard work.

These suggestions were manifested in the response of IDI_6 who said that,
 41

“Isip isa ka studyante kailangan prepare ka sa mga challenges nga

maencounter nimo through modular, kailangan huna-hunaon nimo nga
para na saimong future.”
(As a student, you need to be prepared for the challenges that you will
be encountering in modular learning, you need to remember that it is
for your own future.)
This was supported by the statement of IDI_3 who stated that,
“Hunahunaon nimo nga para rapud saimoha nga kailangan jud natu
harapon ang mga lisud satung kinabuhi.”
(You must always remember that facing your life's hardships is for your
own good.)
Another response spoke of the same suggestion from FGD_1 who stress that,

“maningkamot ka na makatuon kay para ra gihapon ni sa imong

kaugmaon.”
(You need make an effort to learn because it is for your own future.)

FGD_3 also stressed that,

“Focus on studies at hikayatin mo ang sarili mo na makakaya mo ang
modular learning.”
(Concentrate on your studies and encourage yourself that you can get
through this modular-based learning system.)
Moreover, FGD_2 stated the same suggestion when she said,
“Maningkamot jud, paglisud dili magsalig maskin asa kundi sa imong
kaugalingon lang.”
(You must work harder, and if it is difficult, you must believe in yourself
rather than anything else.)
42
 43

Chapter 4

DISCUSSIONS

This chapter presents the interpreted and analyzed results revealed after

methodical measures. The themes that were emerged were explained further with its

corresponding review related literature to support the researcher's claim. Specifically,

the themes were circulated from the experiences of the informants and participants

in modular-based learning, their overcoming methods in the challenges they have

faced and their insights that can be shared with other students.

Furthermore, presented in this chapter are the implications for future study as well as

the researcher's conclusion and recommendations on the data gathered from the

informants and participants.

Experiences of the Secondary Students in Modular-Based Learning

Based on the responses of the respondents who shared their lived

experiences in modular-based learning, three (3) major themes emerged: 1) answers

relying to modules answers key; 2) lack of person responsible for giving explanation;

and 3) distraction in the learning environment.

Answers Relying to Modules Answers Key

Learning without the assistance of a teacher necessitates willingness and

initiative. Each instruction necessitates your undivided attention, as you are aware

that no one can assist you. Furthermore, the study's respondents find it difficult to

comprehend the content in their module, which is why they need the module

answers key. In this time of epidemic, they consider modular-based learning to be

 44

ineffective for gaining knowledge. It is true that modular-based learning is a

significant challenge for students, given that they are not accustomed to learning

independently and have limited natural knowledge. This anxiety leads to good

grades in module activities but poor comprehension of module lessons. Students

went so far as to say that their idleness causes them to make poor decisions.

Students even stated that their laziness leads them to look for an answer in the

answer key rather than reading and comprehending their module lessons.

Lack of Person Responsible for Giving Explanation

It was discovered that secondary pupils were having difficulty since they

lacked a person to explain the challenging questions in their module. This is an

understandable reaction among students who are struggling with modular remote

learning. They have difficulty answering their modules since they do not fully

comprehend the subject. The majority of participants stated that they require

someone to answer their questions in order to comprehend the lesson, and that

without someone to explain the module lesson, they fear they will not be able to

absorb the topic.

Furthermore, this issue is concerning since it has a negative impact on

students in modular distance learning. They hinder their ability to study and make the

subject more difficult to comprehend. The lack of someone to explain the challenging

lessons in their modules has an impact on not just their learning but also on their

academic performance. It diminishes their motivation to learn and even leads in low

module activity scores.

Distraction in Learning Environment

 45

For students to learn well, they need a proper learning environment. It's a

significant aspect in their ability to comprehend the lessons in their modules.

Secondary students who are enrolled in modular distance learning, on the other

hand, find it difficult to concentrate on their studies since they are distracted by their

electronics and household chores. Students' focus and understanding of the module

material are hampered by the mentioned gadgets and housework. The distractions

they encountered throughout modular learning caused students to lose attention

while understanding the modules' topics, negatively impacting their learning.

Moreover, Students are finding it difficult to acclimate to their new learning

environment. When they were in the classroom, away from devices and family

obligations, they were significantly more attentive. They were used to face-to-face

instruction, where interruptions were minimal and did not cause them to lose

attention. They also mentioned that because of the gadgets that take up their time

and attention, they usually forget about their unfinished school activities and projects.

Distractions when learning are not uncommon. Distractions are present in

face-to-face classes as well, but it is far more difficult to focus when self-studying

because distractions will constantly be around. Students are easily distracted, and

no one can tell them not to do things that will divert them, but unlike in face-to-face

learning, there is no teacher who can prevent students from using gadgets while

learning. This is one of the most difficult experiences modular students have since

they acknowledge that electronics are extremely distracting.

Coping Methods of Secondary Students in the Challenge they Encountered in

Modular Distance Learning
 46

The challenge that the participants have in completing modular distance

learning motivates them to put forth extra effort in understanding the modules

lessons and completing their school works. They emphasized that the measures

they've implemented have greatly aided them in dealing with the difficulties. There

were three (3) main themes that emerged from their responses, namely: 1)

Technology Supports as a Solution for Students in Modular Distance learning; 2)

Support System in Answering Modules; and 3) Avoiding distractions for focus and

concentration in answering modules.

Students are distracted not only by electronics while enduring modular

learning, but also by house obligations that they must accomplish in their daily life,

which is nothing new while we are at home. As a result, participants reported that

before beginning their modules, they must complete their domestic tasks in order to

avoid distractions once they begin answering their modules.

In connection to this, Scharf (1995) revealed that the word distraction has a

negative connotation because it is generally regarded as being detrimental to

productivity. That is why avoiding it is the best way to be productive in answering

your module, and do not let distractions stop students from continuing what they're

doing.

Moreover, avoiding distractions is a very useful strategy in self-learning. The

more the student avoids distractions, the better the student's ability to be productive

in their modules. Other than that, it could also enhance students' time management

by giving them more time on their studies than on their gadgets. They will be able to

understand the topic more clearly if they always keep the distractions away before

they start answering their modules.

 47

Technology Supports as a Solution for Students in Modular Distance Learning

The participants mentioned that when they are confused about the lessons in

their modules, especially about the topics that they can't understand, they seek

answers on the internet. They do this for them to be clarified and to address the

difficulties and confusion that they have with modular learning. Hence, participants

jointly agreed that this is also one of their coping strategies to fully learn the lesson in

their module and to be able to answer the activities.

In relevance, seeking answers and explanations on the internet is one

strategy for students' improvement in understanding the modules. Researching

explanations on the internet is sometimes difficult for students. It is because they

need to have a data connection in order to access the internet and look for what they

need to know about.

According to Taylor (1997), advances in information and communication

technology (ICT) have enabled computer communications networks, also known as

the Internet, the World Wide Web (WWW), or the Information Super Highway, to

provide opportunities for interactivity and access to instructional resources. Students

may quickly get information on their academic lectures because the internet is a

tremendous help for modular students to tackle all of the obstacles by learning on

their own, as opposed to face-to-face learning, which is how students were used to

learning before the epidemic.

Support System in Answering Modules

Students also noticed the considerable benefit of studying with someone to

help them. Self-learning is difficult for students who are not accustomed to it, but

having someone to turn to for help is one of their coping mechanisms when enduring
 48

modular learning. They should also ask their friends, family, or classmates if they

have any questions concerning the module lesson. Because of the time they spent

trying to understand the module content, they sought assistance from someone they

believed could provide an explanation so that they could complete the module task.

They also mentioned that having confidence in asking someone and not being afraid

to inquire are both beneficial when dealing with modular-based learning.

Students found that no matter how hard they tried to comprehend the module,

there were still new words they didn't understand, therefore having someone who is

knowledgeable enough to explain things to them is critical to coping with modular

learning. When students don't comprehend a topic in their modules, they are

accustomed to having an instructor ask them questions. The pandemic, however,

prevents teachers and students from working together. This has made it difficult for

them to inquire about lessons they don't comprehend. However, the internet and

social media are free to use for communication, but because teachers are unable to

respond to their students due to their busy schedules at work, students seek

assistance from someone nearby who can easily reach them and explain things to

them.

Avoiding Distractions for Focus and Concentration in Answering Modules

Secondary students are aware of the difficulty in learning through modules but

their eagerness to learn and be able to focus on their studies made them find efforts

that help them cope up with the challenges they have experience in learning the

topic. They revealed that one of their coping mechanisms in modular-based learning

is to avoid distractions. They have emphasize that avoiding distractions especially

their electronics helps them to concentrate in answering their modules. They

 49

considered it helpful and very significant in learning using SLM or Self Learning

Modules because it's best way for them to intact their concentration to finish their

modules activities before the deadline. Moreover, This could also a way for them to

learn easily the modules lessons knowing that learning by yourself requires focus.

Insights of Secondary Students in Modular Distance Learning

On from the respondents’ experiences in modular distance learning including the

challenges they have faced, they also revealed their views and realizations on the

topic wherein three (3) major themes emerged, namely: 1) Research for seeking

answers/explanations; 2) asking support from family, friends and god; and 3)

perseverance in the face of difficulties.

Research for Seeking Answers/Explanations

Secondary students emphasize that researching answers and explanations

on the internet is the best way for them to understand the topic in their module. They

advised doing internet research if you couldn't understand a topic after reading it in

the module on your own. Due to the difficulty they had understanding the modules,

students consider it crucial. They believe that by conducting research to get

answers/explanations, they will be able to easily comprehend and answer the

modules.

In particular, the Internet has helped students cope with modular learning.

Learners must also make an attempt to grasp it on their own, and when they are

unable to do so, they will turn to the internet for answers and explanations.

Furthermore, researching for answers/explanations is one of the things that will

assist students in gaining sufficient knowledge in their modules lesson.

Asking Support from Family, Friends and God

 50

Secondary pupils have realized the importance of receiving assistance from

family, friends, and God. They have realized the value of having someone to

encourage and assist them when they feel like giving up. When using self-learning

modules, there are many things you can ask for help with. It can be motivation, help

with learning and studying, guidance and other forms of assistance that keep

students continuing no matter how challenging modular learning might be.

According to Gould, (1999), “The research all shows, they say, that children

do better in school when their parents are involved.” Henderson, (cited in

Gould,1999 p. 2) found that parents are involved in school in four ways. The first two

are widely accepted: parents serve as teachers of their children at home and also

serve as volunteers and supporters at school. The next two include parents

becoming advocates for their children and decision-makers in school in such areas

as school policy, hiring, and budget. It is easy to understand that not all

administration and faculty would be comfortable with these last two. Hickman (1999)

cited research which focused on secondary school level (Dornbusch & Ritter;

Henderson et al.; Hickman, Greenwood, & Miller; Thornburg). These research

findings provide seven types of parent involvement: (a) parent as communicator, (b)

parent as supporter of activities, (c) parent as learner, (d) parent as advocate, (e)

parent as decision maker, (f) parent as volunteer/professional, and (g) parent as

home activities teacher. One may ask if this is being involved with our children or

being involved with our children’s school? A fine point, but perhaps an important one.

Furthermore, parents support is very helpful and motivating for students to continue

and to handle all the challenges in modular distance learning.

Furthermore, not only family can provide support, but so can students' friends,

who can encourage them to keep going by offering comfort tips and cheering them
 51

up. A classmate can also assist them in learning the modules and helping each

other. However, not everyone is brave enough to seek help from friends and family;

some people do not have parents, and others do not have friends who will support

them, so they turn to God, who they have faith in to guide them and give them

strength to face the challenges that they will face on their way to achieving their

goals.

Perseverance in the Face of Difficulties

Students in secondary school have struggled with distance learning modules.

They recognized the importance of studying the modules lesson and finishing the

modules activities, given the tight timeframe. Many tasks and projects will fatigue

you, yet they must be completed on time. Furthermore, studying requires a

significant amount of time and effort in order to properly absorb the lectures and

successfully complete the tasks and tests. Students recommended enduring in the

face of adversity to overcome all of the obstacles and challenges that may tempt you

to give up, but persevering will remind you to keep going no matter how difficult or

exhausting it may be.

Perseverance helps them build their self-confidence and find healthy ways to deal

with failure. Moreover, perseverance is important for students in handling the

challenges that they’re encountering in modular learning and help them deal with

failure. Most students wanted to give up, but thinking about their life goals and

ambitions motivates them to persevere even more and maintain their passion for

success.

In addition, Perseverance in the study means to keep doing study regularly and to

never give up it even if they are difficulties or situations which may discourage you
 52

and divert you from your studies. However, the majority of students are not

persistent in their studies. They may do their study one day; then give up it for

several days; and then start again for a day or two. They generally repeat this

practice-of starting and quitting study during their time in doing their modules. That is

why participants suggest that perseverance is the key to keep going and stay

motivated in participating modular learning.

Implications

Students must be more adaptable and strong-minded as a result of the

changes in the new typical instructional modes. To face various oncoming obstacles,

they must equip themselves with life-long learning skills. As a result, teachers are

faced with a problem and an opportunity to be more innovative in offering effective

learning to students. They must improve their skills and adapt their teaching tactics.

Particularly, local and national DepEd officials may provide extra attention and

specific activities to pupils, particularly secondary school students, to guarantee that

learning is not hampered by the epidemic or their financial situation.

Building relationships with teachers and other government officials, as well as

requesting support from them, must be prioritized by all sides. The connection must

focus on how to keep students' determination and tenacity in order to finish their

education. Providing devices is another useful move in the new normal for students

to cope with the different unfamiliar tasks in the modules. Students must be able to

focus on specifics and use methods that will help them learn more effectively.

The participants are taken aback by the abrupt change in learning. They are

unprepared to deal with modular-based learning because it is unfamiliar territory for

them, and they are used to learning under the supervision of teachers. As a result,
 53

teachers must broaden their horizons in order to detect the diverse demands of their

students. They must teach pupils life skills and instill in them the concept of flexibility

in order for them to fulfill the demands of the new normal. As a result, teachers must

be capable of dealing with students in the new mode in order to overcome

uncertainties and ensure that learning continues.

Recommendations for Further Researchers

This study seeks the lived experiences of secondary students in modular

distance learning. However, the result is just limited to the experiences of the six (6)

selected informants in In-Depth Interview and six (6) selected participants in Focus

Group Discussion of secondary students in Paradise Embac NHS.

To gather more substantial results on the queries raised in this study, it is

recommended for other researchers to conduct a research study wherein the scope

will to be secondary students in private school. Additionally, by conducting such

research, there might be a possibility that different views and results will come out.

Furthermore, it is also recommended to conduct a research study wherein the

scope will be both the secondary students in public and private schools. It will seek

to find and compare the results of the data that will be gathered. The possibility of

relevant ideas to be revealed the study must be given actions that completely solve

the problem of the students in Modular-Based Learning.

Lastly, the researchers should also consider the views of the teachers who

are teaching under modular-based learning in both public and private schools. This

will determine the teachers’ untold stories upon teaching students in modular

learning.

Concluding Remarks
 54

When the COVID-19 Pandemic hit, modular distance learning was the go-to

learning method in remote areas with inadequate internet access, as well as for

students without access to gadgets. Because of the pandemic, learning while pupils

are at home has become the new means to avoid academic closure. Secondary

pupils are still having trouble understanding the modules' teachings, and they are

struggling to fully comprehend and gain knowledge in modular distance learning. It's

considerably more challenging for them because most of them have lost interest in

learning and rely significantly on the module answers key. Self-learning makes

students lazy because the modules lessons are difficult to comprehend on their own.

The lack of a person responsible for giving the students an explanation causes them

to struggle more with comprehending the topics. Furthermore, distractions in their

learning environment cause them to lose focus and concentration in answering their

modules and make them forget that they have unfinished module activities and

projects.

Despite the difficulties they had in modular distance learning, students were

able to utilize solutions that helped them overcome all of the learning obstacles

during the pandemic. They emphasized the importance of avoiding distractions when

answering the module to maintain focus and concentration. For them, it is one of the

most important things they can do to ensure that the module is completed on time

and that the lesson is readily understood. The support systems in the answering

modules during modular distance learning were also helpful for them to be able to

finish their activities and quizzes in their modules. They stressed that it requires

support from someone that can keep you motivated. Other than that, students have

shared that they have shred the importance of encouragement to themselves to

continue to learn and be motivated to try their best just to learn the topic. Students
 55

also revealed that technology supports as a solution for students in modular distance

learning, as they seek more examples and explanations of the topics that they have

a hard time understanding. This undertaking helped them face the challenges and

have the positive dispositions that they could learn while there is a pandemic.

Based on the experiences of the respondents, they have realized a lot of

things that must be considered in learning using modules. They have realized that

perseverance in the face of difficulties is a huge help to them. They have suggested

that students can seek answers and explanations through research on the internet.

They will find more explanations that will help them understand the topic better.

Participants also emphasized the importance of believing in oneself, knowing that

there will be many challenges that we may not want to face, but believing in oneself

will keep them going and help them overcome those obstacles. Aside from that,

respondents have encouraged other students to ask for support from their family,

friends, and God in order to stay motivated and have someone that can help them

and cheer them up when they're about to give up.

56
 57

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