Learners’ Struggles and Coping in Printed Modular Learning Modality

Abstract

The study used a mixed-methods design to explore learners’ struggles and coping levels in the printed modular learning modality in La Libertad II district, employing a validated and reliable self-made questionnaire. Data were analyzed using frequency counts, percentages, means, and the Mann-Whitney U Test with descriptive and comparative analysis. Most learners were female, from larger families earning above Php10,000, and living far from school. Learners’ coping was moderate in accomplishing learning tasks but high in managing the learning environment, multitasking, and time management. No significant differences in coping levels were found when grouped by demographic variables. Key struggles included difficulty with independent learning, home distractions, multiple responsibilities, and unguided activity schedules. Recommendations emphasize involving parents during School Monitoring Evaluation and Adjustments (SMEA) to discuss and address these challenges, reminding them that the home serves as the learning environment during weekdays and encouraging adherence to school-provided schedules. Additionally, schools should limit costly activities, and teacher advisers are encouraged to modify modules to reduce financial burdens on families.