Challenges of Teachers on Modular Learning: Basis for Development Plan

Abstract

This descriptive study focused on teachers’ challenges in modular learning, a learning modality adopted by Manjuyod National High School during the pandemic. In general, it aimed to determine the degree of challenges teachers encountered in modular learning at Manjuyod National High School. Needed data came from Junior High School teachers of the above research environment using a self-made data-gathering instrument that has passed the exhaustive tests of validity and reliability. Initial findings showed that most respondents were senior females with longer lengths of service. Subsequent analysis showed a moderate level of challenges in the areas of distribution, retrieval, and feedback-giving. When grouped according to age, sex, and length of service, the level of challenges teachers experienced in modular learning was likewise moderate. Moreover, no significant difference exists in teachers’ challenges with modular learning in all areas and demographic variables earlier mentioned. From the foregoing results, his study concludes that teachers were having problems with modular learning, which was an entirely new experience for teachers and school administrators alike. This study calls for ample funds and preparation of learning materials and a serious consideration of the geographical location in the crafting of an annual development plan for schools in the far-flung areas.