Thesis 1 - Final

CHAPTER I
Introduction
Background of the Study
The COVID – 19 pandemic, also known as the coronavirus pandemic, is an
ongoing pandemic of coronavirus disease 2019 caused by severe acute respiratory
syndrome coronavirus 2 (SARS- COV-2), first identified in December 2019 in Wuhan,
China. The World Health Organization declared the outbreak a Public Health Emergency
of International Concern in January 2020 and a pandemic in March 2020. As of 13
November 2020, more than 52.6 million cases have been confirmed, with more than 1.29
million deaths attributed to COVID 19 (United Nations, 2020).
Before the pandemic, the world was already facing formidable challenges in
fulfilling the promise of education as a basic human right. The COVID 19 pandemic has
caused the largest disruption of education in history, having already had a near universal
impact on learners and teachers around the world, from pre- primary to secondary
schools, technical and vocational education and training institutions, universities, adult
learning, and skills development establishments (United Nations, 2020).
From the onset of the pandemic, teachers were immediately tasked with
implementing distance learning modalities, often without sufficient guidance, training or
resources. Teachers across the globe were largely unprepared to support continuity of
learning and adapt to new teaching methodologies. Many educators lack the most basic
ICT skills, meaning they will likely struggle with their own ongoing professional
development, let alone with facilitating quality distance learning.

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The modes of preparation of instruction and teacher’s preparedness are important
factors that may influence in giving quality education to clients. It is important to take
consideration on these to determine the level of preparedness and effectiveness of
instruction for quality education resulting to quality turnouts.
In connection with this, the researchers aim to determine the effectiveness of
modular instruction and preparedness of elementary school teachers amidst pandemic in
the municipality of San Agustin. This research could give important information for
DepEd Officials, school heads or principals, teachers, and other school constituents to
create potential inputs/policy or innovation to improve the delivery of instruction and
increase the level of preparedness of elementary school teachers while facing the
challenges brought by COVID-19 pandemic, so this study was conducted.
Statement of the Problem
This study aims to determine the effectiveness of instruction and preparedness of
Elementary School Teachers amidst pandemic in the Municipality of San Agustin.
Specifically, it will seek answers to the following inquiries:
1. What is the demographic profile of the respondents in terms of:

a. Age
b. Gender
c. Civil status
d. Educational Attainment
e. Eligibility
f. No. of Seminars and Trainings attended; and
g. Length of Service? ;
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2. What is the perceived level of effectiveness of instruction of the elementary school
teachers in terms of modular mode of instruction
3. What is the perceived level of preparedness of the elementary school teachers in terms
of:
a. Time Management
b. Distribution Scheme; and
c. Facilities and Equipment? ;
4. Is there a significant relationship between the effectiveness of modular mode of
instruction and preparedness of the Elementary school teachers.
Significance of the Study
The results of the study are thought to be beneficial to the following entities:
DepEd Officials. It will give profound insights to the Elementary School District
Administrators and Supervisors, to make an outline and create some
innovations/modifications as substantial inputs/policy that will improve the delivery of
instruction and readiness of educators in facilitating the teaching learning process amidst
pandemic.
Elementary School Heads or Principals. The study could serve as a baseline
data to improve the delivery of instruction and increase the level of preparedness of
elementary school teachers while facing the challenges amidst pandemic.
Teachers. The study will help them to determine their level of teaching efficiency
and enable them to find ways to be prepared beyond problems encountered amidst
pandemic.
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Parents. Like the teachers, the parents too will understand their importance and
level of teaching efficiency. The findings would help them in carrying their obligations
with regards to the education of their children during difficult situations.
Future researchers. This study will serve as basis for further study who would
plan to make further research on this area and other related areas.
Scope and Delimitations of the Study
This study aimed to determine the effectiveness of instruction and preparedness of
elementary school teachers amidst pandemic in the Municipality of San Agustin. It was
covered elementary school teachers in the Municipality of San Agustin who are officially
working for the school year 2020-2021 and adapting modular distance learning as a
learning modality.
One of the main limitations of this study was that it relied on the honesty and
integrity of the participants. The respondents were not observed while answering the
given questionnaire to let them feel comfortable, so that the results of the research
depend upon the integrity and truthfulness of the subjects. This study was conducted last
August, 2021.
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CHAPTER II
Review of Related Literature and Studies
This chapter is a review of the existing literature relevant to the concept of the
present study. It also analysis some studies and materials from the internet to provide
sufficient background and information essential for the accomplishment of this study. It
sought to collect claims of previous studies about schools’ preparedness and teacher’s
readiness in relation to the level of efficiency of modular distance learning.
Effectiveness of Modular Instruction
According to Dangle & Sumaoang (2020) modular learning is the most popular
type of Distance Learning. In the Philippines, this learning modality is currently used by
all public schools because according to a survey conducted by the Department of
Education (DepEd), learning through printed and digital modules emerged as the most
preferred distance learning method of parents with children who are enrolled this
academic year (Bernardo, J., 2020). This is also in consideration of the learners in rural
areas where internet is not accessible for online learning. The teacher takes the
responsibility of monitoring the progress of the learners. The learners may ask assistance
from the teacher via e-mail, telephone, text message/instant messaging among others.
Where possible, the teacher shall do home visits to learners needing remediation or
assistance (Llego, n.d.). Printed Modules will be delivered to students, parents or
guardians by the teachers or through the Local Government Officials. Since education is
no longer held within the school, parents serve as partners of teachers in education.
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Parents play a vital role as home facilitators. Their primary role in modular learning is to
establish a connection and guide the child. (FlipScience, 2020). According to the
Department of Education (DepEd), parents and guardians' perform the various roles in
Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator. As a
Module-ator, they are the ones to get and submit the printed Self-Learning Modules
(SLMs) from and to schools or barangay halls at the beginning and end of the week,
depending on the agreement between the parents and the school. As a Bundy-clock, they
must check their child's schedule or workweek plan. Because of the number of subjects
or activities to be done, they must see that it is being followed accordingly to avoid
cramming or delays in submission, which may affect the child's performance. Lastly, as a
Home Innovator, they must provide their child with a productive learning environment to
help them focus more on Learning. It must be a well-lighted and well-ventilated space in
the house, with little or no distraction. The use of modules encourages independent study.
One of the benefits of using modules for instruction is the acquisition of better self-study
or learning skills among students. Students engage themselves in learning the concepts
presented in the module. They develop a sense of responsibility in accomplishing the
tasks provided in the module. With little or no assistance from others, the learners
progress on their own. They are learning how to learn; they are empowered (Nardo,
M.T.B, 2017). Other advantages of modular instruction include more choice and self-
pacing for students; more variety and flexibility for teachers and staff; and increased
adaptability of instructional materials.
Vallespin (2021) cited that distance learning is a type of learning delivery method
in which instruction is provided by a teacher to student who are physically distant. MDLs
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are the most common type of DL in our country. After a DepED poll indicated that 8.8
million parent supported MDL, it is now utilized in all public schools. The most popular
way of distance learning among parents with children enrolled this academic year is
learning through printed modules. Students are encouraged to learn on their own time by
using modules. The development of greater self- study or study skills is one of the
advantages of employing modules for training Students take an active part in learning the
subject’s fundamentals. They gain a sense of accountability by accomplishing the
module’s duties, enhancing learning on their own, with little or no assistance from others.
The teacher is responsible for monitoring the students’ progress. Email, text
message and messenger chat are all options for students to contact the teacher. If at all
practicable, the instructor should visit kids at home who require remediation or
assistance. Once a week, parents or guardians receive printed modules from their
children’s teachers. By the end of the week, students should have completed all of the
task and submitted their scores. Because education is no longer limited to the classroom
parents are increasingly working as educators alongside instructors.
The MDL is helping the Deped adjust to the new normal of education, and
educators’ constant creativity and active engagement with other stakeholder are the
driving forces behind its success
Several investigations were undertaken to determine student achievement in both
standard and new normal teaching methods. The use of the “Quadratic function” module,
according to Melad (2016), has proved that a modular approach to teaching improves
student accomplishment. When compared to typical teaching methods, using the module
as a corrective modular teaching method was better than the traditional teaching method
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in his published research on the effective learning strategy for secondary school student-
modular approach.as a result, modular method can help students boost their learning
capacity while also making it and Rakova (2018)on the Modular approach to teaching
and learning English Grammar at technical universities found that the module approach
to teaching is successful in enhancing student understanding. This modular method to
teaching and studying English grammar has been proven to be helpful in terms of
educating and increasing student’s comprehension and critical reasoning. Valencia
(2020) Modular Method in Teaching science 10 found that when student were taught
utilizing a modular method. The Elements of Effective Instruction framework outlines
five intertwined elements of instructional practice that complement and enhance one
another. When integrated into learning experiences, these elements foster student
engagement with the ultimate goal of improving student outcomes and achievement. The
framework is grounded in the understanding that students are more interested and
invested in their learning when they feel safe in their learning environment, understand
what they are learning and why it matters, have opportunities to practice, receive clear
feedback on their work, and engage in complex, meaningful thinking.
Meador (2019) cited that teachers are best served when they utilize a variety of
instructional strategies as opposed to one or two. Variety ensures that students are never
bored. It also ensures that students will likely be exposed to strategies that align with
their preferred individualized learning style. Students will enjoy being taught with a
variety of instructional strategies and are likely to stay engaged longer. Ultimately, a
teacher should align the instructional strategies they are using with the students they are
serving and the content they are teaching. Not every instructional strategy will be the
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perfect fit for every situation, so teachers must become adept at evaluating which strategy
will be the best fit.
However, we present teachers with a rather daunting task: giving them massive
amounts of data and expecting them to determine “how does this data affect my
instructional plan for tomorrow?” Unravelling that challenge begins with a solid
understanding of how to use assessment data to clearly define a profile of each student’s
strengths and weaknesses. According to the National Association of State Directors of
Special Education (NASDE), an accurate profile of student learning in a Response to
Intervention model includes several factors: Level of performance – What is the grade
level of material on which the student is working? Rate of learning – How quickly is the
student making progress towards grade-level standards? Is the student trending in the
right direction and quickly enough to meet expectations? Academic goals – Educators
need to establish goals and expectations for each student’s learning and then manage to
those goals.
Based on these factors, teachers can then adjust the instructional intensity
necessary in order to meet the academic goals. For those students working at or above
grade-level, the teacher can extend the academic goals to encourage students to reach
higher levels of achievement. Most importantly, the teacher can set his or her
instructional priorities and manage available time and resources to help the students who
are in the greatest need (The Journal of Educational Research, 2017).

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Teacher’s Preparedness
Teaching is not something you can do effectively on the fly. It requires a healthy
blend of content knowledge, instructional strategies, and classroom management tactics.
Preparation and planning play a critical role in the development of these things. It also
takes some experimentation and even a little luck. It is important to note that even well-
planned lessons can quickly fall apart. Some of the best-conceived ideas will end up
being massive failures when put into practice. When this happens, teachers have to go
back to the drawing board and reorganize their approach and plan of attack. The bottom
line is that preparation and planning do matter. It can never be viewed as a waste of time.
Instead, it should be viewed as an investment. This is an investment that will pay off in
the long run.
Preparation and planning are a critical component of effective teaching. Lack
thereof will lead to failure. If anything, every teacher should be over prepared. Good
teachers are almost in a continuous state of preparation and planning. They are always
thinking about the next lesson. The impact of preparation and planning is tremendous on
student learning. A common misnomer is that teachers only work from 8:00 – 3:00, but
when the time for preparing and planning is accounted for, the time increases
significantly.
Teachers get a planning period at school, but that time is rarely used for
“planning”. Instead, it is often utilized to contact parents, conduct a conference, catch up
on emails, or grade papers. True planning and preparation occur outside of school
hours. Many teachers arrive early, stay late, and spend part of their weekends working to
ensure that they are adequately prepared. They explore options, tinker with changes, and
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research fresh ideas in hopes that they can create the optimal learning environment
(Meador, 2019).
Beginning teachers are rarely totally prepared to meet core classroom
requirements, including classroom management. Yet, in the context of education reform,
experience may not necessarily translate into better teacher preparedness for certain
classroom activities, unless experienced teachers have had continued training to upgrade
their skills and knowledge in those areas.
Integrating technology into classroom instruction and employing new teaching
strategies are two such areas. It is therefore useful to examine whether teaching
experience makes a difference in the extent to which teachers felt prepared for various
classroom requirements. Teachers' self-perceived preparedness for various classroom
activities did not always vary by teaching experience. For instance, teachers' perceptions
of being very well prepared to implement new methods of teaching did not vary
significantly by teaching experience (Meador, 2019).
Similarly, newer teachers did not differ from more experienced teachers in feeling
very well prepared to address the needs of students with limited English proficiency or
from diverse cultural backgrounds. Teaching experience might be expected to make a
difference in being prepared to manage classrooms because this area of expertise may be
particularly problematic for beginning teachers.
Teachers with 3 or fewer years of teaching experience were less likely than more
experienced teachers to report being very well prepared to maintain order and discipline
in the classroom. The extent to which teachers felt prepared to implement state or district
curriculum also varied by teaching experience, with newer teachers less likely than more
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experienced teachers to report being very well prepared for this classroom requirement
(NCES, 2012).
The COVID-19 Pandemic
Coronavirus disease (COVID-19) is an infectious disease caused by a newly
discovered coronavirus. Most people infected with the COVID-19 virus will experience
mild to moderate respiratory illness and recover without requiring special treatment.
Older people and those with underlying medical problems like cardiovascular disease,
diabetes, chronic respiratory disease, and cancer are more likely to develop serious
illness. The best way to prevent and slow down transmission is to be well informed about
the COVID-19 virus, the disease it causes and how it spreads. Protect yourself and others
from infection by washing your hands or using an alcohol-based rub frequently and not
touching your face. The COVID-19 virus spreads primarily through droplets of saliva or
discharge from the nose when an infected person coughs or sneezes, so it’s important that
you also practice respiratory etiquette (for example, by coughing into a flexed elbow)
(WHO, 2020).
The COVID-19 pandemic, also known as the coronavirus pandemic, is an on-
going pandemic of coronavirus disease 2019 (COVID-19) caused by severe acute
respiratory syndrome coronavirus 2 (SARS-CoV-2). It was first identified in December
2019 in Wuhan, China. The World Health Organization declared the outbreak a Public
Health Emergency of International Concern in January 2020 and a pandemic in March
2020. As of 18 March 2021, more than 121 million cases have been confirmed,
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with more than 2.67 million deaths attributed to COVID-19, making it one of
the deadliest pandemics in history (Wikipedia, 2020).
The Effects of COVID-19 Pandemic in the World Educational System
The COVID-19 pandemic is a huge challenge to education systems . On March
11, 2020, the WHO Director-General declared SARS-CoV-19, the novel coronavirus that
causes the COVID-19 infection, a pandemic, leaving the global community to respond
post-haste (WHO, 2020). In the weeks following this declaration, K-12 school systems
around the world suspended classroom-based operations in response to public health
officials’ declarations of emergency (BCMOE, 2020b, 2020c).
The COVID-19 pandemic has created the largest disruption of education systems
in history, affecting nearly 1.6 billion learners in more than 190 countries and all
continents. Closures of schools and other learning spaces have impacted 94 per cent of
the world’s student population, up to 99 percent in low and lower-middle income
countries.
This crisis has stimulated innovation within the education sector. We have seen
innovative approaches in support of education and training continuity: from radio and
television to take-home packages. Distance learning solutions were developed thanks to
quick responses by governments and partners all over the world supporting education
continuity, including the Global Education Coalition covered by UNESCO. We have also
been reminded of the essential role of teachers and that governments and other key
partners have an ongoing duty of care to education personnel (United Nations, 2020).
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The COVID-19 pandemic has caused unprecedented damage to the educational
system worldwide. Besides the measurable economic impacts in the short-term and long-
term, there is intangible destruction within educational institutions. In particular, teachers
– the most critical intellectual resources of any schools – have to face various types of
financial, physical, and mental struggles due to COVID-19. (Meador, 2020)
According to Telli, et al., (2020), education is the sector most affected by
COVID-19 after the health sector. It is evident that the pandemic has affected the
education life of a large learning population in a very short time. As a matter of fact, the
number of students whose educational activities were restricted was around 300 million
in March 2020 and the number reached 1.6 billion in April 2020. Figure 1 shows that
COVID-19 had a great effect on education and training activities in a short time. Due to
the rapid spread, many countries around the world have had to interrupt educational
activities or develop different alternatives in a very short time. UNESCO (2020) data
shows that as of April, 92% of the students in the world have been affected by their
education and training life. While the number of countries that closed schools in March
was six, this number increased to 195 a month later.
The Effects of COVID-19 Pandemic in the Philippine Educational System
The Philippines has been severely affected by the COVID-19 crisis. In early
December, COVID-19 has spread throughout the country, with over 440,000 confirmed
cases and 8,500 deaths. In addition to the direct health effects from transmission of
COVID-19, there is growing evidence that the pandemic, and the actions taken to control
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the virus, have caused severe economic and social effects (Economic Policy Research
Institute, 2020).
Amidst the threat of COVID-19 pandemic in the Philippines, the educators,
students, and the school are still coping and adjusting to the distance learning education.
The WHO advised educators and students to conduct alternative learning due to
the COVID-19 outbreak to mitigate school cancellation of classes through providing a
resource list of the World Bank’s Edtech teams to provide some online materials that can
be used during the pandemic. The program aims to elevate the loss of learning and
provide remote learning opportunities while schools are closed. Furthermore, the
mandate provides guiding principles and delivery of online classes and approaches to be
given by stakeholders like teachers and parents.
Various countries around the world, Colombia, Italy, Japan, Poland etc.,
including the Philippines, responded to the call of WHO through their respective
Ministry of Education. Various educational platforms were utilized like YouTube,
learning management system (LMS), digital library, internet streaming or broadcast,
repositories like Open Educational Resources (REA), and the like based on their
availability in a particular country.
Responding to the call of WHO, the Department of Education (DepEd,
Philippines), created a series of DepEd Memorandum (DM) No. 15, 21, 23, 31 and 34 in
the first quarter of 2020 entitled “Creation of a Task Force for the Management of
Department of Education Response to Novel Coronavirus Acute Respiratory Disease
(2019-nCoV ARD)” (Department of Education, 2020a). The DepEd, Philippines, also
created a learning website called DepEd Commons catering for Alternative Learning
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School (ALS) students, Out-of-School-Youth (OSYA), regular learners from
Kindergarten to Grade 8.
When the community quarantine started, it was almost the end of the school year
among the K to 12 learners; hence, teachers used the Learners’ Information System (LIS)
online to finish their classes to submit the last quarter grades of their students. School
year and semester had ended within the ECQ, which led the basic education schools and
universities to adapt the distance learning education.
Likewise, through DepEd Order (DO) No. 018, series of 2020 entitled “Policy
Guidelines for the Provision of Learning Resources in the Implementation of the Basic
Education Learning Continuity Plan”, it established guidelines that will enable the
department to provide learning resources in the implementation of BE-LCP for the
School Year (SY) 2020-2021. It also established the guidelines on the release, utilization,
and liquidation of the support funds for the printing and delivery of self-learning modules
and other learning resources.
The COVID-19 pandemic led educators to adapt distance learning platforms.
According to (Phan & Dang) (2017), factors such as training, attitude, technical
competence, time constraints, pedagogy, and methodology were among the major
distance learning education elements.
Challenges in Teaching and Learning
As schools have been closed to cope with the global pandemic, students, parents
and educators around the globe have felt the unexpected ripple effect of the Covid-19
pandemic. While governments, frontline workers and health officials are doing their best
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slowing down the outbreak, education systems are trying to continue imparting quality
education for all during these difficult times. Many students at home/living space have
undergone psychological and emotional distress and have been unable to engage
productively. The best practices for online homes schooling are yet to be explored (Petri,
E.2020).
It has become essential for students to engage in offline activities and self-
exploratory learning. Lack of parental guidance, especially for young learners, is another
challenge, as both parents are working. There are practical issues around physical
workspaces conducive to different ways of learning. The teachers are in dilemma as to
whom to listen to and which tools to adopt. Some think pre-recorded videos could help;
however, this would restrict interactions. It is difficult to design a proper system to fit the
learning needs and convenience of all students.
Teachers are obliged to develop creative initiatives that assist to overcome the
limitations of virtual teaching. Teachers are actively collaborating with one another at a
local level to improve online teaching methods. There are incomparable opportunities for
cooperation, creative solutions and willingness to learn from others and try new tools as
educators, parents and students share similar experiences (Almario, A.R and Austria R
2020).
Schools across the country faced a wide variety of potential challenges to
providing distance learning to students, including financial, technological, and policy-
related factors. Teachers were least likely to indicate that they needed access to high-
speed internet or an up-to-date computer or tablet. States and school districts might want
to emphasize professional development opportunities for teachers serving student

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populations who are particularly disadvantaged during this time and consider how to
them better. The inability of principals and teachers to reach all of their students and
student’s families raises additional concerns about inequities in students’ access to
instructions.
Vallespin (2021) on his study entitled, “Effectiveness of modular learning
approach in teaching elementary grade learning a literature review”, evaluate a number
of articles that discuss the effectiveness of a modular learning approach in teaching
elementary grades academic progress. The details, which are based on articles published
between 2000-2021, identify the effect of the modular learning approach.
Summary of Literature
The extensive body of literature reviewed attests that the effectiveness of modular
instruction and preparedness of elementary school teachers is a topic of considerable
interest in delivering quality education during pandemic times.
It is evident that the effectiveness of modular instruction and preparedness of
elementary school teachers is important in every school administrator, the teachers,
parents and most importantly to the learners or students. This relationship helps to create
a favorable learning modality and ensuring that accessible and quality education is not
hampered during difficult times.

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Hypothesis of the Study
There is no significant relationship between the perceived effectiveness of
modular instruction and preparedness of Elementary School Teachers.
Conceptual Framework
This study represented the relationship of independent and dependent variables.
The independent variables include the respondent demographic profile: age, gender, civil
status, educational attainment, eligibility, numbers of trainings attended, length of service
and in the mode of instruction; are modular preparedness; time management distribution
scheme; and the facilities of equipment. The dependent variable is the Effectiveness of
modular Instruction and Preparedness of Elementary School Teachers.
In this study, the researchers will determine the relationships between the
effectiveness of instruction and preparedness of elementary school teachers in the
Municipality of San Agustin.
Conceptual Paradigm
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Respondent’s Demographic Profile

Age;
Gender;
Civil Status;
Educational Attainment;
Effectiveness of Modular
Eligibility;
Number of Trainings Attended;
and Length of Service;
Instruction and Preparedness
B. Mode of Instruction
a. Modular Preparedness
b. Time Management
of Elementary School Teachers
c. Distribution Scheme
d. Facilities and Equipment
Figure 1. Research paradigm of the study.

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Definition of Terms
The following terms are defined operationally and conceptually for a clearer
understanding of the readers:
Age. Refers to the period of time teacher-respondents have been alive and facilitate
learning.
Civil Status. Relates to legal status or career status (government, military or martial
status) Martial status are single, married, divorced and widowed (Miller
2016).
Distribution Scheme. The sequential flow of procedures, systems, and activities which
are designed and linked to facilitate and monitor the movement of goods
and services from the source to the consumer (Study.com. 2021).
Educational Attainment. Refers to the highest year level completed by the respondent
whether Doctorate, Ed. D / Ph. D. units, masterate, MA., M. units,
Bachelor’s Degree, CAR, Ms, Licenciate, and non- Licenciate.
Effectiveness of Modular Instruction. It refers to the efficacy of the learning
modality/mode of instruction applied to the selected elementary schools in
the Municipality of San Agustin, Romblon.
Eligibility. The fact of having the necessary qualities or satisfying the necessary
conditions (Cambridge Dictionary).
Facilities and Equipment. Means buildings, structures, process or production equipment
or machinery which forms a permanent part of the new source, and which
will be used in its operation, provided such facilities or equipment are of

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such value as to represent a substantial commitment to construct
(www.lawinsider.com)
Gender. Either of the two sexes (male or female), especially when considered with
reference to social and cultural differences rather than biological ones
(Oxford Languages).
Mode of Instruction. Refers to the way a class is delivered (Western Technological
College, 2021).
Modular. Refers to the form of distance learning that uses Self-Learning Modules
(SLM) based on the most essential learning competencies (MELCS)
provided by DepEd. (www.Flipscience.ph, 2020)
Number of Trainings Attended. Refers to the numbers of trainings that the respondents
attended.
Preparedness. The state of being prepared for a particular situation (Cambridge English
Dictionary).
School Factors. Refers to physical, human and financial resources used by schools in
promotion of academic performance (Onyara Beatrice Nambuya, 2013).
Time Management. The ability to use one’s time effectively or productively, especially
at work (Oxford Languages).

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CHAPTER III
Research Methodology
This chapter presents the research design and research procedure. It also describes
the subject of the study, the instrument used, the procedure of data gathering, and the
statistical treatment of data.
Research Design
Research Method Used
This investigation utilized the descriptive – correlational research. It determined
the significant relationship between the school factors on the effectiveness of modular
instruction and preparedness of Elementary School Teachers.
Research Locale and Time of the Study
The study was conducted in the selected Elementary Schools in the Municipality
of San Agustin, Romblon, Philippines last August 2021.
Population and Sample of the Study
The respondents of this study were eighty (80) Elementary school teachers from
the selected elementary schools such as Carmen Elementary School, Sugod Elementary
School, Cabolutan Elementary School and San Agustin Central Elementary School in the
Municipality of San Agustin, Romblon, Philippines.

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Research Instruments Used
The instrument used in the conduct of the research is the self-made survey
questionnaire. The questionnaire was used to measure the effectiveness of modular mode
of instruction and preparedness of Elementary School Teachers. The self-made
questionnaire was composed of statements for effectiveness of instruction and
preparedness of Elementary School Teachers.
Sampling Technique Used
Due to pandemic, this study employed stratified random sampling. There were
Eighty (80) teacher-respondents out of One Hundred Sixty (160) teachers in the
municipality of San Agustin, Romblon, Philippines, who were available and have
participated in this research study.
Research Procedure
Formulation of Instruments
The survey questionnaire was formulated by the researchers with the assistance of
their thesis adviser.
Validation of Instrument
The survey questionnaire of this research was validated by the three (3)
experts/principals. The given corrections, suggestions and recommendations were
accepted by the researchers and applied it for improvement.

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Administration of Questionnaire
After seeking permission to conduct the study from the Office of the Principals of
the Elementary Schools in the Municipality of San Agustin in all grade levels, the
researchers have personally distributed and retrieved the questionnaires
Data Gathering Procedure
The researchers retrieved the complied instruments after three days or as soon as
accomplished.
Statistical Treatment of Data
The statistical tools used are as follows:
1. Frequency, Percentage, Mean and Rank Distribution. For demographic profile
of the respondents.
2. Pearson-Product Correlation Coefficient. To find the significant relationship
between the two variables, the perceived level of effectiveness of modular
mode of instruction and preparedness of elementary school teachers.

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CHAPTER IV
Results and Discussions
This chapter presents the results of the study, the analysis, and interpretation of
data.
Presentation, Analysis, and Interpretation of Data
The presentation of data is categorically grouped according to the statements of
the problem.
Results
Perceived Level of Effectiveness of Modular Mode of Instruction in the

Elementary Schools
Table 1 shows the socio-demographic profile of the respondents in terms of age,
gender, civil status, educational attainment, eligibility, number of trainings attended, and
length of service.
As to Age. Data showed that forty-three (43) or 53.8% of the respondents are in
the age racket of 30 – 39 years old; nineteen (19) or 23.8% are in the age bracket of 40 –
49; Nine (9) or 11.2% respondents are both 29 years old and younger, and in 50 years old
and older, respectively. It means that majority of the respondents are very capable of
coping and accommodating the demands of instruction amidst global health crisis. In
practice, an Irish study suggests older teacher candidates above the age of 30 perform
better in teaching practice than their younger peers (Heinz, 2013).

26
Table 1. Demographic profile of the respondents as to age, gender, civil status,

educational attainment, eligibility, number of trainings attended, and
length of service.
DEMOGRAPHIC PROFILE FREQUENCY PERCENTAGE
Age
29 and below 9 11.2
30 – 39 43 53.8
40 – 49 19 23.8
50 and above 9 11.2
Total 80 100
Gender
Male 21 26.2
Female 59 73.8
Total 80 100
Civil Status
Single 23 28.8
Married 56 70
Widow/er 1 1.2
Total 80 100
Educational Attainment
BEEd 22 27.5
BEEd with MA units 57 71.2
MA 1 1.2
Total 80 100
Eligibility
PBET 9 11.2
LET 71 88.8
Total 80 100
Number of Trainings
4 and below 17 21.2
5 to 9 50 62.5
10 to 14 8 10.0
20 and above 5 6.2
Total 80 100
Length of Service
4 and below 14 17.5
5 to 9 38 47.5
10 to 14 8 10.0
15 to 19 11 13.8
20 to 24 3 3.8
25 to 29 2 2.5
30 and above 4 5.0
Total 80 100
27
As to Gender. The data shows that majority of the respondents are females
with 73.8% or 59 respondents, while 26.2% or 21 respondents are males. This means that
females are more engaged in teaching and learning process. Ifegbesan (2010) found that
students viewed female teachers as more successful in creating a participatory
atmosphere for their students. Female teachers were more likely to practice cooperative
educational methods such as tutorials, work in student clusters, and mode of assignments.
As to Civil Status. It was reflected that majority of the respondents are
married with fifty-six (56) or 70%; followed by twenty-three (23) or 28.8%) who are
single; and only one or 1.2% is a widow/widower. It denotes that most of the respondents
are matured and responsible enough to facilitate learning. In a study carried out by
Khurshid, Qasmi and Ashuraf (2012) on the relationship between teacher self- efficacy
and their perceived job performance showed that marital status affects the self-efficacy of
teachers and that married male and female teachers have high self-efficacy which will
lead to high job performance.
As to Educational Attainment. As shown on the table that most of the
respondents took up BEED w/MA Units with fifty-one (51) or 76.2%; followed by BEED
with twenty-two (22) or 27.5%; and one respondent (1) or 1.2% holds a master’s degree.
It indicates that most of the elementary teachers are continuously learning and advancing
their knowledge in the pedagogy. Holding a higher level of educational attainment can
imply either a better state of a teacher’s own level of human capital development
compared to those teachers without such credentials. To that end, a teacher’s better state
of their own human capital development may reflect more effective instructional craft,
28
higher efficiency in classroom management, and greater creativity to bolster learning (Liu
2021a).
As to Eligibility. Most of the respondents are LET Passers with \seventy-one
a(71) or 88.8%; and the PBET Passers are nine (9) or 11.2%. In 1996, the PBET was
replaced by the Licensure Exam for Teachers (LET) as an attempt to raise the status of
the teaching profession by incorporating equivalent requirements and certifications as
other professions. Republic Act 7836: Philippine Teachers Professionalization Act of
1994. AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF
THE PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A
LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES. It
means that all of the respondents took and passed the Licensure Examination for
Teachers and became eligible for the teaching profession. The most important factor in
improving students’ achievement is by employing seasoned qualified teachers in all
schools (Abe and Adu, 2013). Bamidele and Adekola (2017) found that, policy
investment on quality of teachers is related to improvement in students’ performance.
As to the Number of Trainings Attended. Data manifest majority of the
respondents attended at most 9 learning and development trainings (83.7%) while 16.2%
of the respondents had attended 10 trainings and more. This implies that elementary
teachers continuously improve their professional competence through learning and
development sessions both from the Department of Education and private training
institutions. Training not only helps teacher performance but also the students’ learning
outcomes. Training framework is designed in educational Institutions to facilitate the
teachers’ skill (Navarro et al., 2016). Diverse needs of students can be addressed by
29
providing suitable trainings to staff in educational organizations worldwide (Chen-Chung
et al., 2016).
As to Length of Service. Thirty-eight (38) teachers or 47.5% of the group
have been in the public school for 5 to 9 years; fourteen (14) or 17.5% are teaching in the
public school for 4 years and below while twenty-eight (28) or 35.0% of the respondents
have teaching in the public school for 10 years or more. This implies that most of the
teachers are neophyte teachers and are adaptive to the changing needs in teaching
delivery such as the blended and distance learning modality.
Table 2. Perceived level of effectiveness of modular mode of instruction of the

elementary school teachers.
WEIGHTED DESCRIPTIVE
STATEMENTS
MEAN INTERPRETATION
1. Answers of learners in the activities given in
3.60 Strongly Observed
the module are precise and comprehensive.
2. Stirs the creativeness of learners as reflected
in the submitted output.
3. Gets the interest of learners in performing the
given individual and group tasks like recording 3.57 Strongly Observed
videoclip presentations.
4. Motivates learners to share their personal
experiences in relation to the lesson.
5. Helps learners to become literate in using
technology in complying the given 3.89 Strongly Observed
tasks/activity.
Overall Weighted Mean 3.64 Strongly Observed
Legend:
Rating Scale Range Descriptive Interpretation
5 4.50-5.00 Excellently Observed
4 3.50-4.44 Strongly Observed
3 2.50-3.44 Moderately Observed
2 1.50-2.44 Sometimes Observed
1 1.00-1.44 Not Observed at All
30
Table 2 presents the perceived level of effectiveness and instruction of the
elementary school teachers in terms of modular mode of instruction.
The overall weighted mean of 3.64 suggest that respondents was strongly
observed the effectiveness of modular mode of instruction among pupils. Elementary
teachers strongly observed that (1) it helps learners to become literate in using technology
in complying the given tasks/activity (WM = 3.89), (2) motivates learners to share their
personal experiences in relation to the lesson (WM = 3.61); (3) answers of learners in the
activities given in the module are precise and comprehensive (WM = 3.60); (4) 3. gets the
interest of learners in performing the given individual and group tasks like recording
videoclip presentations; and (5) stirs the creativeness of learners as reflected in the
submitted output. It can be noted that modular instruction is an effective way of
delivering learning to the pupils amid the pandemic where face-to-face classes is not
possible.
Data showed that forty-three (43) or 53.8% of the respondents are in the age
bracket of 30 – 39 years old; nineteen (19) or 23.8% are in the age bracket of 40 – 49;
Nine (9) or 11.2% respondents are both 29 years old and younger, and in 50 years old and
older, respectively. Majority of the respondents are very capable of coping and
accommodating the demands of instruction amidst global health crisis. In practice, an
Irish study suggests older teacher candidates above the age of 30 perform better in
teaching practice than their younger peers (Heinz, 2013). Majority of the respondents are
females with 73.8% or 59 respondents, while 26.2% or 21 respondents are males. This
means that females are more engaged in teaching and learning process.
31
Perceived Level of Preparedness of Elementary Schools in Modular Distance

Learning
Table 3. Perceived level of preparedness of the elementary school teachers in terms of

module preparedness, time management, distribution scheme, and facilities and
equipment.
DESCRIPTIVE
STATEMENTS WM
INTERPRETATION
Module Preparation
1. Acquire modules through a link. 4.40 Strongly Observed
2. Receives the notification on time regarding the availability of
modules.
3. Analyzes thoroughly the given details in the
modules/instructional materials.
4. Initiates improvement on the activities given on the modules. 4.01 Strongly Observed
5. Provides the hardcopy of modules for the respective pupils. 4.31 Strongly Observed
6. Retrieves the pupil’s output in the given schedule. 4.20 Strongly Observed
7. Checks outputs of the pupils. 4.21 Strongly Observed
8. Conducts summative test every end of the grading period. 3.97 Strongly Observed
9. Computes grades for the submission online. 4.31 Strongly Observed
10. Initiates follow-up to the students with poor
performance/outputs.
Time Management
1. Accommodates the required modules per grading period on time. 4.46 Strongly Observed
2. Utilizes the available instructional materials to accommodate the
given schedules.
3. Finds way in acquiring the unified modules online. 3.97 Strongly Observed
4. Prints instructional materials ahead of time for the distribution. 4.29 Strongly Observed
5. Distributes modules on the scheduled dates. 4.39 Strongly Observed
Distribution Scheme
1. Requests parents to get the copy of modules. 4.38 Strongly Observed
2. Visits the pupils’ respective homes for follow-up and
monitoring.
3. Formulates appropriate activities to enhance pupil’s
performance.
4. Conducts reinforcement through teacher and parents’
partnership.
5. Retrieves the outputs and gives feedback. 4.24 Strongly Observed
Facilities and Equipment
1. Utilizes the available printing machines to produce the
hardcopies of modules.
2. Uses coupon bonds for printing. 4.57 Excellently Observed
3. Improves the appearance of modules using colored paper, etc. 4.17 Strongly Observed
4. Uses laptops and other gadgets in acquiring soft copies of
modules online.
5. Avails assistance from LGU/private individuals to sustain the
utilization of the available facilities/equipment.
32
Legend:
Rating Scale Range Descriptive Interpretation
5 4.50-5.00 Excellently Observed
4 3.50-4.44 Strongly Observed
3 2.50-3.44 Moderately Observed
2 1.50-2.44 Sometimes Observed
1 1.00-1.44 Not Observed at All
Reflected in Table 3 is the perceived level of preparedness of elementary school
teachers in terms of module preparation, time management, distribution scheme, and
facilities and equipment.
Module Preparation. Data suggest that elementary teachers strongly observed the
preparedness of the modules to be used in the modular distance learning as indicated by
the overall weighted mean of 4.20. Among the indicators, most of teachers stressed out
that the self-learning modules (SLMs) initiates follow-up to the struggling learners (WM
= 4.46). Other indicators imply high level of preparedness on the SLMs.
Time Management. As to the time frame and schedule, teachers strongly observed a high
level of preparedness as suggested by the overall weighted mean of 4.30. All indicators
manifested that the teachers set time schedule per module to be covered in a specific
quarter. They also prepared the material ahead of time and followed the schedule of
distribution and retrieval of SLMs. This imply that teachers developed and established
routines for the distance learning modality.
Distribution Scheme. Elementary teachers perceived a high level of preparedness in
terms of distribution scheme (OWM = 4.30). Results are indicative that schools have
established strong relationship among the parents as their partners in the delivering the
quality education. Teachers also conducted home visitations, enrichment activities and
33
provides feedback to pupils’ outputs and performance. Moreover, parental involvement is
strongly observed in the modular distance learning.
Facilities and Equipment. Elementary schools are prepared as much as facilities and
equipment are concerned (OWM = 4.33). A closer look at the table, indicators mean that
schools established partnerships and linkages with the local government units. Teachers
are also resourceful in reproducing the materials without compromising the quality of the
materials.
In summary, elementary teachers strongly observed the preparedness of the
schools in the modular distance learning modality in terms of module preparedness
(4.20), time management (4.30), distribution scheme (4.30) and facilities and equipment
(4.33)
Table 4. Pearson Correlation between perceived level of preparedness and

perceived level of effectiveness of modular distance learning modality
among elementary teachers.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Perceived Level of Effectiveness
Perceived Level of Preparedness
of Modular Instruction
Pearson Correlation .241*
Module Preparedness Sig. (2-tailed) 0.031
N 80
Pearson Correlation 0.153
Time Management Sig. (2-tailed) 0.174
N 80
Distribution Scheme Sig. (2-tailed) 0.162
N 80
Facilities and
Sig. (2-tailed) 0.183
Equipment
N 80
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
34
As shown in table 4, is the Pearson correlation between the perceived level of
preparedness and perceive level of effectiveness of modular distance learning modality
among selected elementary schools.
Findings revealed that the Pearson correlation value of 0.241 with p-value of
0.031 is indicative that there is a significant relationship between the perceived level of
preparedness in the modular distance learning and its perceived level of effectiveness.
This means that level of preparations done in the modular distance learning significantly
influence the perceived level of effectiveness as means of instruction amid pandemic.
The Pearson correlation value suggest a weak positive relationship between variables.
This may imply that other factors greatly affect the perceived level of effectiveness of the
learning modality. Thus, the null hypothesis is rejected.
Discussions
It was reflected that majority of the respondents are married with fifty-six (56)
or 70%; followed by twenty-three (23) or 28.8%) who are single; and only one or 1.2% is
a widow/widower. It denotes that most of the respondents are matured and responsible
enough to facilitate learning.
Some literature revealed that a number of teacher variables which include
years of teaching experience, level of educational attainment or academic qualifications,
teachers development programmes, availability of qualified teachers, teacher-student
ratio, teacher attitude, degree of job satisfaction, motivation and salary affect students’
learning outcomes (Ewetan & Ewetan 2015; Daso 2013; Akpo 2012; Odiri, 2011;
Ewetan, 2010; Akinsulo, 2010).

35
Teachers get a planning period at school, but that time is rarely used for
“planning”. Instead, it is often utilized to contact parents, conduct a conference, catch up
on emails, or grade papers. True planning and preparation occur outside of school
hours. Many teachers arrive early, stay late, and spend part of their weekends working to
ensure that they are adequately prepared. They explore options, tinker with changes, and
research fresh ideas in hopes that they can create the optimal learning environment
(Meador, 2019). Beginning teachers are rarely totally prepared to meet core classroom
requirements, including classroom management. Yet, in the context of education reform,
experience may not necessarily translate into better teacher preparedness for certain
classroom activities, unless experienced teachers have had continued training to upgrade
their skills and knowledge in those areas. Integrating technology into classroom
instruction and employing new teaching strategies are two such areas. It is therefore
useful to examine whether teaching experience makes a difference in the extent to which
teachers felt prepared for various classroom requirements. Teachers' self-perceived
preparedness for various classroom activities did not always vary by teaching experience.
For instance, teachers' perceptions of being very well prepared to implement new
methods of teaching did not vary significantly by teaching experience (Meador, 2021).
Vallespin (2021) on his study entitled, “Effectiveness of modular learning
approach in teaching elementary grade learning a literature review”, evaluate a number
of articles that discuss the effectiveness of a modular learning approach in teaching
elementary grades academic progress. The details, which are based on articles published
between 2000-2021, identify the effect of the modular learning approach.

36
Modular learning is the most popular type of Distance Learning. In the
Philippines, this learning modality is currently used by all public schools because
according to a survey conducted by the Department of Education (DepEd), learning
through printed and digital modules emerged as the most preferred distance learning
method of parents with children who are enrolled this academic year (Bernardo, J). This
is also in consideration of the learners in rural areas where internet is not accessible for
online learning.
In a study carried out by Khurshid, Qasmi and Ashuraf (2012) on the relationship
between teacher self- efficacy and their perceived job performance showed that marital
status affects the self-efficacy of teachers and that married male and female teachers have
high self-efficacy which will lead to high job performance. Most of the respondents took
up BEED w/MA Units with fifty-one (51) or 76.2%; followed by BEED with twenty-two
(22) or 27.5%; and one respondent (1) or 1.2% holds a master’s degree. It indicates that
most of the elementary teachers are continuously learning and advancing their knowledge
in the pedagogy. Holding a higher level of educational attainment can imply either a
better state of a teacher’s own level of human capital development compared to those
teachers without such credentials. To that end, a teacher’s better state of their own human
capital development may reflect more effective instructional craft, higher efficiency in
classroom management, and greater creativity to bolster learning (Liu 2021a). All of the
respondents took and passed the Licensure Examination for Teachers and became eligible
for the teaching profession. The most important factor in improving students’
achievement is by employing seasoned qualified teachers in all schools (Abe and Adu,
2013). Bamidele and Adekola (2017) found that, policy investment on quality of teachers
37
is related to improvement in students’ performance. Data manifest majority of the
institutions. Training framework is designed in educational Institutions to facilitate the
teachers’ skill (Navarro et al., 2016). Diverse needs of students can be addressed by
providing suitable trainings to staff in educational organizations worldwide (Chen-Chung
et al., 2016). Thirty-eight (38) teachers or 47.5% of the group have been in the public
school for 5 to 9 years; fourteen (14) or 17.5% are teaching in the public school for 4
years and below while twenty-eight (28) or 35.0% of the respondents have teaching in the
public school for 10 years or more. This implies that most of the teachers are neophyte
teachers and are adaptive to the changing needs in teaching delivery such as the blended
and distance learning modality. Some literature revealed that a number of teacher
variables which include years of teaching experience, level of educational attainment or
academic qualifications, teachers development programmes, availability of qualified
teachers, teacher-student ratio, teacher attitude, degree of job satisfaction, motivation and
salary affect students’ learning outcomes (Ewetan & Ewetan 2015; Daso 2013; Akpo
2012; Odiri, 2011; Ewetan, 2010; Akinsulo, 2010).
Ifegbesan (2010) found that students viewed female teachers as more
successful in creating a participatory atmosphere for their students. Female teachers were
more likely to practice cooperative educational methods such as tutorials, work in student
clusters, and mode of assignments.

38
CHAPTER V
Summary, Conclusions, and Recommendations
This chapter presents the summary, conclusion, and recommendation derived
from the data gathered.
Summary
This study aims to determine the effectiveness of modular instruction and
preparedness of Elementary School Teachers amidst pandemic in the Municipality of San
Agustin. Specifically, it aims to: 1. Determine the demographic profile of the respondents
in terms of: a. Age; b. Gender; c. Civil status; d. Educational Attainment; e. Eligibility; f.
No. of Seminars and Trainings attended; and g. Length of Service; 2. Know the perceived
level of effectiveness of instruction of the elementary school teachers in terms of:
Modular mode of instruction. 3. Determine the perceived level of preparedness of the
elementary school teachers in terms of: a. Time Management; b. Distribution Scheme;
and c. Facilities and Equipment; and 4. Determine the significant relationship between
the effectiveness of modular mode of instruction and preparedness of the Elementary
school teachers. This investigation utilized the descriptive – correlational research to
determine the significant relationship between the school factors on the effectiveness of
instruction and preparedness of Elementary School Teachers.

39
Findings
Based on the results, it came up with the following findings:
1. Demographic Profile of the Respondents
As to Age. Data showed that forty-three (43) or 53.8% of the respondents are
in the age bracket of 30 – 39 years old; nineteen (19) or 23.8% are in the age bracket of
40 – 49; Nine (9) or 11.2% respondents are both 29 years old and younger and 50 years
old and older. It means that majority of the respondents are very capable of coping and
accommodating the demands of instruction amidst global health crisis.
As to Gender. The data shows that majority of the respondents are females
with 73.8% or 59 respondents, while 26.2% or 21 respondents are males. This means that
females are more engaged in teaching and learning process.
As to Civil Status. It was reflected that majority of the respondents are
married with fifty-six (56) or 70%; followed by twenty-three (23) or 28.8%) who are
single; and only one or 1.2% is a widow/widower. It denotes that most of the respondents
are matured and responsible enough to facilitate learning.
As to Educational Attainment. As shown on the table that most of the
respondents took up BEED w/MA Units with fifty-one (51) or 76.2%; followed by BEED
with twenty-two (22) or 27.5%; and only one respondent (1) or 1.2% holds a master’s
degree. It indicates that most of the elementary teachers are continuously learning and
advancing their knowledge in the pedagogy.
As to Eligibility. Most of the respondents are LET Passers with \seventy-one
(71) or 88.8%; and the PBET Passers are nine (9) or 11.2%. In 1996, the PBET was
40
replaced by the Licensure Exam for Teachers (LET) as an attempt to raise the status of
the teaching profession by incorporating equivalent requirements and certifications as
other professions. It means that most of the respondents took and passed the Licensure
Examination for Teachers and became eligible for the teaching profession.
As to the Number of Trainings Attended. Data manifest majority of the
institutions.
As to Length of Service. Thirty-eight (38) teachers or 47.5% of the group
have been in the public school for 5 to 9 years; fourteen (14) or 17.5% are teaching in the
public school for 4 years and below while twenty-eight (28) or 35.0% of the respondents
have teaching in the public school for 10 years or more. This implies that most of the
teachers are neophyte teachers and are adaptive to the changing needs in teaching
delivery such as the blended and distance learning modality.
2. Perceived level of effectiveness of modular mode of instruction of the elementary

school teachers.
The overall weighted mean of 3.64 suggest that respondents have strongly
observed the effectiveness of modular mode of instruction among pupils. Elementary
teachers strongly observed that (1) it helps learners to become literate in using technology
in complying the given tasks/activity (WM = 3.89), (2) motivates learners to share their
personal experiences in relation to the lesson (WM = 3.61); (3) answers of learners in the
41
activities given in the module are precise and comprehensive (WM = 3.60); (4) 3. gets the
interest of learners in performing the given individual and group tasks like recording
videoclip presentations; and (5) stirs the creativeness of learners as reflected in the
submitted output. It can be noted that modular instruction is an effective way of
delivering learning to the pupils amid the pandemic where face-to-face classes is not
possible.
3. Perceived level of preparedness of the elementary school teachers in terms of

equipment.
Module Preparation. Data suggest that elementary teachers strongly observed the
preparedness of the modules to be used in the modular distance learning as indicated by
the overall weighted mean of 4.20. Among the indicators, most of teachers stressed out
that the self-learning modules (SLMs) initiates follow-up to the struggling learners (WM
= 4.46). Other indicators imply high level of preparedness on the SLMs.
Time Management. As to the time frame and schedule, teachers strongly observed a high
level of preparedness as suggested by the overall weighted mean of 4.30. All indicators
manifested that the teachers set time schedule per module to be covered in a specific
quarter. They also prepared the material ahead of time and followed the schedule of
distribution and retrieval of SLMs. This imply that teachers developed and established
routines for the distance learning modality.
Distribution Scheme. Elementary teachers perceived a high level of preparedness in
terms of distribution scheme (OWM = 4.30). Results are indicative that schools have
established strong relationship among the parents as their partners in the delivering the
42
quality education. Teachers also conducted home visitations, enrichment activities and
strongly observed in the modular distance learning.
Facilities and Equipment. Elementary schools are prepared as much as facilities and
equipment are concerned (OWM = 4.33). A closer look at the table, indicators mean that
schools established partnerships and linkages with the local government units. Teachers
are also resourceful in reproducing the materials without compromising the quality of the
materials.
In summary, elementary teachers strongly observed the preparedness of the
schools in the modular distance learning modality in terms of module preparedness
(4.20), time management (4.30), distribution scheme (4.30) and facilities and equipment
(4.33).
4. Test of Relationship between Perceived Level of Effectiveness of Modular

Instruction and Perceived Level of Preparedness of Selected Elementary Schools
Findings revealed that the Pearson correlation value of 0.241 with p-value of
0.031 is indicative that there is a significant relationship between the perceived level of
preparedness in the modular distance learning and its perceived level of effectiveness.
This means that level of preparations done in the modular distance learning significantly
influence the perceived level of effectiveness as means of instruction amid pandemic.
The Pearson correlation value suggests a weak positive relationship between variables.
This may imply that other factors greatly affect the perceived level of effectiveness of the
learning modality. Thus, the null hypothesis is rejected.

43
Conclusions
In the light of the foregoing findings, the investigators came up with the
conclusions below.
1. Majority of the respondents are very capable of coping and accommodating the
demands of instruction amidst global health crisis. Females are more engaged in teaching
and learning process. Most of the respondents are matured and responsible enough to
facilitate learning. It was shown that most of the elementary teachers are continuously
learning and advancing their knowledge in the pedagogy. Most of the respondents took
and passed the Licensure Examination for Teachers and became eligible for the teaching
profession. The elementary teachers continuously improve their professional competence
through learning and development sessions both from the Department of Education and
private training institutions. Most of the teachers are neophyte teachers and are adaptive
to the changing needs in teaching delivery such as the blended and distance learning
modalities.
2. The perceived level of effectiveness of modular mode of instruction of the elementary
school teachers was strongly observed. It was revealed that modular instruction is an
effective way of delivering learning to the pupils amidst the pandemic where face-to-face
classes is not possible.
3. The perceived level of preparedness of the elementary school teachers in terms of
equipment was strongly observed as to Module Preparation. Elementary teachers are
strongly observed the preparedness of the modules to be used in the modular distance
learning as indicated by the overall weighted mean of 4.20. Other indicators imply high
44
level of preparedness on the SLMs. As to Time Management, Teachers are strongly
observed a high level of preparedness as obtained in the overall weighted mean of 4.30.
All indicators manifested that the teachers set time schedule per module to be covered in
a specific quarter. They also prepared the material ahead of time and followed the
schedule of distribution and retrieval of SLMs. This manifests that teachers are well-
developed and established routines for this distance learning modality. As to Distribution
Scheme. Elementary teachers perceived a high level of preparedness in terms of
distribution scheme (OWM = 4.30). It is an indication that schools have established
strong relationship among the parents as their partners in the delivering the quality
education. Teachers are also conducted home visitations, enrichment activities and
strongly observed in the modular distance learning. As to Facilities and Equipment.
Elementary schools are prepared as much as facilities and equipment are concerned
(OWM = 4.33). It is shown that schools have established partnerships and linkages with
the local government units. Teachers are also resourceful in reproducing the materials
without compromising the quality of the instructional materials.
Fascinatingly, the elementary school teachers are strongly observed as
prepared for modular distance learning modality in terms of module preparedness (4.20),
time management (4.30), distribution scheme (4.30) and facilities and equipment (4.33).
4. There is a significant relationship between the perceived level of preparedness in the
modular distance learning and its perceived level of effectiveness, having a Pearson
correlation value of 0.241 with p-value of 0.031. This shows that the level of preparations
are well-done in the modular distance learning and significantly influenced the perceived
45
level of effectiveness as means of instruction amidst pandemic. The Pearson correlation
value suggests a weak positive relationship between variables. This may imply that other
factors greatly affect the perceived level of effectiveness of the learning modality. Thus,
the null hypothesis is rejected.
Recommendations
Based on the finding and conclusions presented, the following recommendations
were drawn:
1. Adjust teaching style for distance learning. Distance learning inherently requires
to rework in-person activities – what may work in face-to-face learning may not
work on distance learning;
2. Teachers should focus on active learning. Putting principles into practice is a
great way to keep students plugged into the educational journey and to see the
value in the current lesson in context;
3. Embrace technology. Technology should help not hinder the teaching and
learning process. Distance learning opens up the opportunity to adopt and
implement a broader range of tech tools;
4. Implement regular assessments and readiness checks. Students who receive
regular assessments will have greater self-awareness and an improved ability to
assess themselves and their comfort over time; and
5. Reach out to other teachers. People bond over shared identity and shared
experiences. It means that not only are there resources available to you, but you
can be a powerful resource in return.

46
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by-parents www.Flipscience.ph.news/features-news
Dangle and Sumoang. (2020) Covid 19 pandemic distance learning and Coping
Mechanism in the Pre – Implementation of Distance Learning in the New Normal,
pp.144 – 154 (PDF) Secondary Teachers' Preparation, Challenges, and Coping
Mechanism in the Pre -Implementation of Distance Learning in the New Normal
(researchgate.net) Department of Education, 2020a; Guidelines on the Evaluation
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Economic Policy Research Institute. (10 December 2020). The Impact of the COVID-19
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Llego, MA. (n.d). DepEd Learning Delivery Modalities for School Year 2020-2021.
TeacherPh. https://www.teacherph.com/deped-learning-delivery-modalities/.
Meador, D. (2019, May 13). Classroom strategies for improving behavior management.
ThoughtCo. https//www.thoughtco,com/ classroom strategies-for-improving-
behavior-management-3194622.
Meador , D. (2021). 50 important facts you should know about Teacher ( 67-64)
Oklahoma, United states.com (United Nation 2020) response covid
https;//www.ilo.org/globalpandemmic.unitednation.covid-19
Melad Ariel (2016), Modular Approach in Teaching Mathematics: Quadratic Function.
Nardo M.T.B. (2017, October 20), Modular Instruction Enhances Learner Autonomy.
Sciepub.http//pubs.sciepub.com/education/5/10/3/index.html#.
Petrie, E. (2020). Memoranda about COVID-19. Retrieved educational/
preparedness/https://www.deped.gov.ph/ covid-19/covid19-memoranda/
The journal of educational research( 2017) . volume 110. 2017//research

48
Phan andDang.http://www.medrix.org/content/10.1101/2017.12.18.20248454v1.full
2213444245//161https://www.researchgate.net/publication/343510488_RISING_FROMCOVID19_PR
IVATE_SCHOOLS%27_READINESS_AND_RESPONSE_AMIDST_A_GLOBAL_PANDEMIC
Rakova , E. (2018).Modular approach to teaching and learning English Grammar in
technical universities.google.com
Telli Yamamoto, G (2020) WWW. The coronavirus and the unstoppable rise of
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UNESCO (2020). Retrieved from: the challenges of modular distance learning.pdf.com
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investment in our future.
Valencia D N(March 24, 2020) Brief Review on Covid-19: The 2020 Pandemic
Caused by SARS-CoV-2.Cureus 12(3): e7386.
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COV 2
49
APPENDICES
50
APPENDIX I
Republic of the Philippines

ROMBLON STATE UNIVERSITY
SAN AGUSTIN CAMPUS
School of Fisheries & Technology
Cabolutan, San Agustin, Romblon
e-mail:rsusanagustin.0804@gmail.com
QUESTIONNAIRE - CHECKLIST
Part I. DEMOGRAPHIC PROFILE
Respondent’s Name (optional):________________________________________
School ______________________________________
A. Age ( ) below 29 ( )30-39 ( )40-49 ( )50 above
B. Gender ( ) male ( ) female

C. Civil Status ( ) single ( ) married ( ) widow/widower
( ) legally separated
D. Educational Attainment ( ) Teacher I ( ) Master I

( ) Teacher II ( ) Master II
( ) Teacher III
( ) BEED ( ) BEED w/ MA units
( ) MA ( ) MA w/ Doctoral Units
E. Eligibility ( ) PBET ( ) LET
( ) Others (Please Specify)
F. Number of Trainings Attended

( ) 4 and below ( ) 15 – 19
( )5–9 ( ) 20 and above
( ) 10 – 14
G. Length of Service
( ) 4 and below ( ) 15 – 19 ( ) 30 and above
( )5–9 ( ) 20 – 24
( ) 10 – 14 ( ) 25 – 29
Part II. Mode of Instruction

Directions: Analyze, and rate each item accordingly by checking the
corresponding column, according to the degree of its influence. Please don’t leave any
items unanswered.
51
Rating Scale Descriptive Interpretation

5 Excellently Observed
4 Strongly Observed
3 Moderately Observed
2 Sometimes Observed
1 Not Observed at All
A. Effectiveness of Modular Instruction 5 4 3 2 1

1. Answers of learners in the activities given in the
module are precised and comprehensive.
2. Stirs the creativeness of learners as reflected in the
submitted output.
3. Gets the interest of learners in performing the given
individual and group tasks like recording videoclip
presentations.
4. Motivates learners to share their personal experiences
in relation to the lesson.
5. Helps learners to become literate in using technology in
complying the given tasks/activity.
B. Modular Preparedness 5 4 3 2 1
6. Acquire modules through a link.
7. Receives the notification on time regarding the
availability of modules.
8. Analyzes thoroughly the given details in the
modules/instructional materials.
9. Initiates improvement on the activities given on the
modules.
10. Provides the hardcopy of modules for the respective
pupils.
11. Retrieves the pupil’s output in the given schedule.
12. Checks outputs of the pupils.
13. Conducts summative test every end of the grading
period.
14. Computes grades for the submission online.
15. Initiates follow-up to the students with poor
performance/outputs.
C. Time Management 5 4 3 2 1
1. Accommodates the required modules per grading period
on time.
2. Utilizes the available instructional materials to
accommodate the given schedules.
52
3. Finds way in acquiring the unified modules online.
4. Prints instructional materials ahead of time for the

distribution.
5. Distributes modules on the scheduled dates.
D. Distribution Scheme 5 4 3 2 1
1. Requests parents to get the copy of modules.
2. Visits the pupils respective homes for follow-up and
monitoring.
3. Formulates appropriate activities to enhance pupil’s
performance.
4. Conducts reinforcement through teacher and parents
partnership.
5. Retrieves the outputs and gives feedback.
E. Facilities and Equipment 5 4 3 2 1

1. Utilizes the available printing machines to produce the
hardcopies of modules.
2. Uses coupon bonds for printing.
3. Improves the appearance of modules using colored
paper, etc.
4. Uses laptops and other gadgets in acquiring soft copies
of modules online.
5. Avails assistance from LGU/private individuals to
sustain the utilization of the available facilities/equipment.
53
APPENDIX II

SAN AGUSTIN CAMPUS
LETTER TO THE RESPONDENTS
EFFECTIVENESS OF MODULAR INSTRUCTION AND PREPAREDNESS

OF ELEMENTARY SCHOOL TEACHERS AMIDST PANDEMIC
IN THE MUNICIPALITY OF SAN AGUSTIN
________________________ Date: ______

________________________
Dear Respondent:
This survey instrument will be utilized to assess the research study, “Effectiveness of Modular
Instruction and Preparedness of Elementary School Teachers amidst Pandemic in the Municipality
of San Agustin”. Your full cooperation in answering attached questionnaire – checklist is highly solicited.
Rest assured that all the information you will share will be treated with utmost confidentiality.
Thank you very much and God Bless!
ROZY AVYN M. BANCORO

JOMERY M. ALONSAGAY
Researchers
54
APPENDIX III
SAN AGUSTIN CAMPUS
Letter to the Campus Director
“EFFECTIVENESS OF MODULAR INSTRUCTION AND PREPAREDNESS

OF ELEMENTARY SCHOOL TEACHERS
AMIDST PANDEMIC”
SAN AGUSTIN CAMPUS
DR. BORROMEO B. MOTIN

Campus Director
Romblon State University
San Agustin Campus
Sir:
Greetings!
The undersigned students of Romblon State University – San Agustin Campus, would like to ask permission from your
good office to conduct their thesis, entitled “EFFECTIVENESS OF MODULAR INSTRUCTION AND
PREPAREDNESS OF ELEMENTARY SCHOOL TEACHERS AMIDST PANDEMIC IN THE
MUNICIPALITY OF SAN AGUSTIN”.
Thank you for your kind and favorable action.
Very truly yours,

JOMERY M. ALONSAGAY
Researchers
Attested:
REXY O. MOLO, PhD – Candidate
Thesis Adviser
Noted:
NELIAN M. SOLANO
Chair of Education Department
Approved:
BORROMEO B. MOTIN, Ph.D
Campus Director
55
APPENDIX IV

SAN AGUSTIN CAMPUS
Letter to the Chair of Education
MRS. NELIAN M. SOLANO

Chair of Education
Madam:
Greetings!
The undersigned would like to ask assistance from your expertise validating the research instrument for their thesis
entitled “Effectiveness of Modular Instruction and Preparedness of Elementary School Teachers Amidst
Pandemic in the Municipality of San Agustin”. Your support and contribution to make the questionnaire – checklist
and interview questions be validated are highly appreciated.
Respectfully yours,

JOMERY M. ALONSAGAY
Researchers
Attested:
REXY O. MOLO, Ph.D. - Candidate

Adviser
Approved:
NELIAN M. SOLANO
Chair of Education
56
APPENDIX V

SAN AGUSTIN CAMPUS
Letter to the Validators
MR. REGINALD FAJILAGO

School Principal
EMNHS
Bachawan, San Agustin, Romblon
Sir:
Greetings!
The undersigned would like to ask assistance from your expertise validating the research instrument for their
thesis entitled “Effectiveness of Modular Instruction and Preparedness of Elementary School Teachers Amidst
Respectfully yours,

JOMERY M. ALONSAGAY
Researchers
Attested:
REXY O. MOLO, Ph.D.- Candidate

Adviser:
Approved:
MR. REGINALD FAJILAGO

School Principal
57

SAN AGUSTIN CAMPUS
MR. EDISON M. MORADA

Principal -I
SANTA MARIA NATIONAL HIGH SHOOL
Sta. Maria, Romblon
Sir:
Greetings!
Respectfully yours,

JOMERY M. ALONSAGAY
Researchers
Attested:
REXY O. MOLO, Ph.D. - Candidate

Adviser
Approved:
EDISON M. MORADA
Principal –I
58

SAN AGUSTIN CAMPUS
MRS. CRISALE M. FESTADA

School Principal
Carmen Elementary School
Carmen, San Agustin, Romblon
Madam:
Greetings!
Respectfully yours,

JOMERY M. ALONSAGAY
Researchers
Attested:
REXY O. MOLO, Ph.D.- Candidate

Adviser
Approved:
MRS. CRISALE M. FESTADA

School Principal
59
APPENDIX VI

SAN AGUSTIN CAMPUS
Letter to the Principal
_____________________________
RANDY O. FAIGMANE
Principal
Sugod Elementary School
Sugod, San Agustin, Romblon
Sir:
Greetings!
We, the BEED-IV students of Romblon State University- San Agustin Campus, would like to ask permission from your
good office to conduct our thesis, entitled “EFFECTIVENESS OF MODULAR INSTRUCTION AND
PREPAREDNESS OF ELEMENTARY SCHOOLTEACHERS AMIDST PANDEMIC”.
Thank you for your kind and favorable consideration.
Very truly yours,

JOMERY M. ALONSAGAY
Researchers
Attested by:
REXY O. MOLO, Ph. D Candidate
Thesis Adviser
Noted:
NELIAN M. SOLANO
Chair of Education
Approved:
RANDY O. FAIGMANE
Principal
60

SAN AGUSTIN CAMPUS
_____________________________
MARY JANICE R. MANLIGUEZ
Principal
Cabolutan Elementary School
Madam:
Greetings!
Very truly yours,

JOMERY M. ALONSAGAY
Researchers
Attested by:
REXY O. MOLO, Ph. D. Candidate
Thesis Adviser
Noted:
NELIAN M. SOLANO
Chair of Education
Approved:
MARY JANICE R. MANLIGUEZ
Principal
61

SAN AGUSTIN CAMPUS
_____________________________
CRISALE M. FESTADA
Principal
Carmen Elementary School
Carmen, San Agustin, Romblon
Madam:
Greetings!
Very truly yours,

JOMERY M. ALONSAGAY
Researchers
Attested by:
Thesis Adviser
Noted:
NELIAN M. SOLANO
Chair of Education
Approved:
CRISALE M. FESTADA
Principal
62

SAN AGUSTIN CAMPUS
_____________________________
REGINALD F. FAJILAGO
Principal
San Agustin Central Elementary School
Dubduban, San Agustin, Romblon
Sir:
Greetings!
Very truly yours,

JOMERY M. ALONSAGAY
Researchers
Attested by:
Thesis Adviser
Noted:
NELIAN M. SOLANO
Chair of Education
Approved:
REGINALD F, FAJILAGO
Principal

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CHAPTER I

Background of the Study

The COVID – 19 pandemic, also known as the coronavirus pandemic, is an

ongoing pandemic of coronavirus disease 2019 caused by severe acute respiratory

syndrome coronavirus 2 (SARS- COV-2), first identified in December 2019 in Wuhan,

of International Concern in January 2020 and a pandemic in March 2020. As of 13

million deaths attributed to COVID 19 (United Nations, 2020).

learning, and skills development establishments (United Nations, 2020).

implementing distance learning modalities, often without sufficient guidance, training or

development, let alone with facilitating quality distance learning.

The modes of preparation of instruction and teacher’s preparedness are important

consideration on these to determine the level of preparedness and effectiveness of

instruction for quality education resulting to quality turnouts.

In connection with this, the researchers aim to determine the effectiveness of

modular instruction and preparedness of elementary school teachers amidst pandemic in

create potential inputs/policy or innovation to improve the delivery of instruction and

challenges brought by COVID-19 pandemic, so this study was conducted.

Statement of the Problem

This study aims to determine the effectiveness of instruction and preparedness of

Elementary School Teachers amidst pandemic in the Municipality of San Agustin.

Specifically, it will seek answers to the following inquiries:

1. What is the demographic profile of the respondents in terms of:

2. What is the perceived level of effectiveness of instruction of the elementary school

teachers in terms of modular mode of instruction

b. Distribution Scheme; and

c. Facilities and Equipment? ;

4. Is there a significant relationship between the effectiveness of modular mode of

instruction and preparedness of the Elementary school teachers.

Significance of the Study

Administrators and Supervisors, to make an outline and create some

innovations/modifications as substantial inputs/policy that will improve the delivery of

Elementary School Heads or Principals. The study could serve as a baseline

elementary school teachers while facing the challenges amidst pandemic.

with regards to the education of their children during difficult situations.

Scope and Delimitations of the Study

This study aimed to determine the effectiveness of instruction and preparedness of

Review of Related Literature and Studies

readiness in relation to the level of efficiency of modular distance learning.

Effectiveness of Modular Instruction

all public schools because according to a survey conducted by the Department of

assistance (Llego, n.d.). Printed Modules will be delivered to students, parents or

Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator. As a

presented in the module. They develop a sense of responsibility in accomplishing the

adaptability of instructional materials.

subject’s fundamentals. They gain a sense of accountability by accomplishing the

parents are increasingly working as educators alongside instructors.

driving forces behind its success

Several investigations were undertaken to determine student achievement in both

to teaching is successful in enhancing student understanding. This modular method to

educating and increasing student’s comprehension and critical reasoning. Valencia

utilizing a modular method. The Elements of Effective Instruction framework outlines

feedback on their work, and engage in complex, meaningful thinking.

will be the best fit.

strengths and weaknesses. According to the National Association of State Directors of

Special Education (NASDE), an accurate profile of student learning in a Response to

are in the greatest need (The Journal of Educational Research, 2017).

blend of content knowledge, instructional strategies, and classroom management tactics.

the long run.