Challenges Encountered by Tertiary Teachers in the Utilization of Different Learning Modalities

Abstract

The study assessed the degree of challenges encountered by tertiary teachers in the utilization of different learning modalities: basis for an enhancement plan in one of the city colleges in Central Philippines for the School Year 2020-2021. Using a descriptive research design, data were gathered from 60 actively employed tertiary teachers from the 6 departments of the said tertiary school. The instrument demonstrated excellent validity (4.82 expert rating) and high reliability (Cronbach’s Alpha = 0.873). Data analysis involved frequency counts, percentages, means, and the Mann-Whitney, Kruskal Wallis H Test. Ethical standards, including informed consent and confidentiality, were upheld. The study's findings indicate a balanced sample of younger and older professionals, predominantly female, with a strong representation from Elementary and Secondary Education. Tertiary teachers reported low-level challenges in utilizing Self-Learning Modules, Online Learning, and Blended Learning modalities. These challenges remained consistently low across various demographic and academic variables. Statistical analyses revealed no significant differences in the degree of challenges encountered when grouped by these variables. The study identifies issues in printing self-learning modules due to a lack of printers, materials, and scheduling within departments. It recommends creating a year-level-based schedule and investing in a programmable, heavy-duty printer to streamline printing and reduce teachers' workload. To minimize disruptions from poor internet connections during online classes, teachers should record sessions and share the videos afterward, allowing students to review offline. For clarity on when to use face-to-face, online, or modular learning, the school must issue unified guidelines, while departments retain autonomy and promptly update stakeholders via messaging platforms.