Difficulties in Self-Learning Modules Among Grade 2 Teachers in the District of Nabas
Jorby Taglay Barrientos & Rebecca T. Barrios
Abstract
The study aimed to understand the difficulties of Grade 2 teachers produced in Areas 1 and 2 in the District of Nabas. Collaizi’s descriptive phenomenological method was used to analyze the themes of the data. The results showed that learners continued their studies with the alternative educational arrangement during the pandemic, through self-learning modules. There has been a shift in parental involvement in the learners’ education, where parents acted as primary teachers for the learners. Moreover, the use of modular distance learning presents teachers with a number of challenges, such as pupils sending incomplete and unanswered modules, insufficient parental involvement, and a lack of training on how to utilize the learning modality effectively in the teaching and learning process. Teachers overcame these obstacles as they manage their time, communicate regularly with parents and learners, and underwent reskilling and upskilling to improve their knowledge and abilities using modular learning. This study may give a glimpse to DepEd to examine modular learning requirements and add rules to accommodate different methods, provide the required infrastructure to overcome the modality's limits and improve students' academic achievement despite the existing challenges.
Keywords
Self-Learning Modules, Difficulties, Descriptive-Qualitative-Phenomenological Research, Colaizzi Method
Author information & Contribution
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
AI Declaration
Notes
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
Acknowledgement
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Cite this article:
Barrientos, J.T. & Barrios, R.T. (2023). Difficulties in Self-Learning Modules Among Grade 2 Teachers in the District of Nabas. Industry and Academic Research Review, 1(1), 47-55.
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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