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Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 p
andemic
Article in International Journal of Research Studies in Education · June 2021
DOI: 10.5861/ijrse.2021.602

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 International Journal of Research Studies in Education
2021 Volume 10 Number 8, 7-15

Modular distance learning modality: Challenges of teachers in

teaching amid the Covid-19 pandemic

Castroverde, Felicisimo Leyte Normal University, Philippines (simoy101@gmail.com)

Acala, Michell ISSN: 2243-7703

Leyte Normal University, Philippines (acalamichell@gmail.com) Online ISSN: 2243-7711

OPEN ACCESS

Received: 30 March 2021 Revised: 6 May 2021 Accepted: 30 May 2021

Available Online: 25 June 2021 DOI: 10.5861/ijrse.2021.602

Abstract

This study aimed to identify the challenges of teachers in the use of modular distance learning
modality amidst pandemic and how teachers cope with these challenges. This study is a qualit
ative research which employed the phenomenological research design to determine the challen
ges encountered by teachers in the use of modular distance learning modality. The study was c
onducted among teachers in different public secondary schools within Tacloban City. Ten (1
0) professional public secondary teachers were approached to request their voluntary involve
ment as key participants through convenience sampling. The personal experiences and coping
mechanisms of the teachers were gathered through a survey, particularly by using a semi-struc
tured questionnaire with open-ended questions. Colaizzi’s method was used in the interpretati
on of data. The challenges of teachers were identified based on how they plan, prepare and dis
tribute modules, monitor students’ learning, check, evaluate outputs, and provide feedback on
students’ performance. Furthermore, teachers used various ways to cope with the challenges e
ncountered in modular distance learning modality such as time management, innovating teachi
ng strategies, adapting to the changes brought by the new normal trend in education, being fle
xible, providing alternative plans, being optimistic, patient, and equipping oneself with the nec
essary skills for the new normal ways of education. Various stakeholders need to work and pla
n for alternatives on different issues that may arise as they are involved in the teaching-learnin
g process considering all the limitations in these trying times brought by the pandemic.

Keywords: teachers, modular distance learning, education, pandemic, challenges

© The Author(s) / Attribution-NonCommercial-NoDerivs CC BY-NC-ND

Castroverde, F., & Acala, M.

Modular distance learning modality: Challenges of teachers in teaching amid the Covid-
19 pandemic

1. Introduction

Education plays an important role in shaping the lives of students. In the process, teachers are one of the esse
ntial instruments in delivering quality learning. Due to the emergence of COVID-19 in the Philippines, a lot of ch
anges happened in the educational landscape. One of these is the mode of instruction that was implemented by th
e Department of Education. The current COVID-19 crisis has obliged most education systems to adopt alternativ
es to face-to-face teaching and learning. Many education systems moved activities online, to allow instruction to
continue despite school closures (OECD, 2020). The shift of the teaching-learning delivery in schools to modular
distance learning made more challenging, on the part of the school personnel, the delivery of basic quality educat
ion. That is why DepEd leaders are always finding avenues to solve the problems and capacitating its teachers an
d school heads to become more effective in the field of modular distance learning (Bagood, 2020).

Bagood (2020) also added that identified teaching personnel together with the Education Program Supervisor
s prepared modules starting in May 2020 in all subjects for all grade/year level across four quarters in accordance
to the “Most Essential Learning Competencies”. These self-learning modules are already considered learning pac
kages containing pre-test, discussion, and a series of evaluation/assessment. They are distributed to all learners w
ith the modular learning class schedule. Indeed, this kind of instructional modality has been followed by public s
chool teachers all over the Philippines. Teachers play a vital role in the continuous delivery of quality education a
mid the pandemic. According to the study conducted by Lapada et al. (2020), teachers were highly aware of the p
resence and consequences caused by the COVID-19 pandemic. Despite the threats of the COVID-19 pandemic, t
eachers continue to serve by formulating modules as the learning guide of students. The teacher thus becomes a f
acilitator in the development of the student, both as a member of their community and a member of their society
(Martineau et al., 2020). However, Malipot (2020) stressed that teachers also air their problems on modular dista
nce learning. Bagood (2020) highlighted that as front liners in the educational system, they have undergone vario
us training and seminars to be more equipped in delivering better education amid the COVID-19 pandemic as it i
s a norm of the department to train teachers not just for professional growth but to become ready for unexpected
circumstances.

Based on the study conducted by Ambayon (2020), modular instruction is more operative in the teaching-lea
rning method as equated to usual teaching approaches because in this modular approach the students learn in thei
r own stride. It is unrestricted self-learning panache in which instantaneous reinforcement, a comment is provide
d to practice exercise, which stimulates the students and builds curiosity in them. Hence, this kind of learning mo
dality increases the student-centered approach in learning. However, the implementation of modular instruction f
ostered various challenges to teachers, students, and parents. The study of Dangle & Sumaoang (2020) showed th
at the main challenges that emerged were lack of school funding in the production and delivery of modules, stude
nts struggle with self-studying, and parents’ lack of knowledge to academically guide their child/children. Hence,
it is evident that there are struggles associated with the use of modular distance learning.

1.1 Objectives of the study

This study seeks to identify the challenges of teachers in the use of modular distance learning modality amid
pandemic. The following will be the focus of the study:

 teachers’ challenges in teaching using modular distance learning modality; and

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 Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic

 how teachers cope with the challenges they encounter on modular distance learning modality. 1.2 Fr

amework of the study

Figure 1. Framework of the study

The framework above shows the variables of the research on the Challenges of Teachers in the Use of Modul
ar Distance Learning Modality (MDLM). The challenges of teachers will be identified through six (6) stages on h
ow teachers are involved in the process. These covers the preparation of the modules, distribution of modules, m
onitoring students’ learning, retrieving, checking the modules, and giving feedback to students’ outputs/performa
nces. The coping mechanisms of the teachers will also be identified in the study.

2. Methodology

This study is a qualitative research which employed the phenomenological research design to determine the c
hallenges encountered by teachers in the use of modular distance learning modality. The study was conducted am
ong teachers in different public secondary schools within Tacloban City. Ten (10) professional public secondary t
eachers were approached to request their voluntary involvement as key participants through convenience samplin
g. Emails, Google forms, and other social media platforms were used for communication purposes and in the dist
ribution of questionnaires and retrieval of data. The researchers wrote a letter to the respondents asking for their a
pproval to participate in the study. A consent form was voluntarily signed by the respondents while confidentialit
y of their profiles was considered. The personal experiences and coping mechanisms of the teachers were gathere
d through a survey, particularly by using a semi-structured questionnaire with open-ended questions. Colaizzi’s
method was used in the interpretation of data.

3. Results and discussion

As COVID-19 threatens the lives of people across the globe, it also affects the different sectors of society. E
ducation is one of these which strive to cope with the challenges of times. In the Philippine educational system, p

9
Castroverde, F., & Acala, M.

ublic secondary schools as led by the Department of Education implemented modular distance learning modality.
Teachers crafted modules that were used by students in learning. This shift of mode of instruction does

International Journal of Research Studies in Education

10
 Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic
not only pose struggles to the students but also to the teachers who play an integral part in the new normal educat
ion. Based on the study conducted by the researchers, the teachers in the selected secondary schools under the Di
vision of Tacloban City encountered various challenges in teaching using the modular distance learning modality
amid the COVID-19 pandemic. This includes the process of how they prepare, distribute and collect modules, m
onitor students’ learning, check and evaluate their outputs, as well as provide feedback on students’ performance.

Preparation of modules. The table below shows the challenges faced by teachers during the preparation of
modules.

Table 1
Challenges of teachers in the preparation of modules
Challenges of teachers Teacher’s experience
Time Consuming “It takes so much time to prepare and print the
modules…”
Lack of printing materials/scarcity of supplies “It is difficult to reproduce the modules due to lack of
printing materials and scarcity of supplies such bond p
apers and inks…”
Insufficient time and assistance in printing the modules “It is hard to print all the modules for the whole quarte
r…”

Based on the table above, it can be seen that teachers’ challenges in preparing the modules are related to the
time, materials, and supplies needed to prepare and print the modules. The lack of enough time in preparing and
printing the modules of the students causes the late production of modules. Furthermore, the lack of printing mat
erials and scarcity of supplies affect the productivity of teachers in the production of modules. Sometimes, teache
rs ask for donations from other individuals such as bond papers and inks. Also, on the part of teachers, it is diffic
ult to print all the modules for the whole quarter because of insufficient time and assistance in printing all the mo
dules. Instead, teachers prepare the modules only per unit or chapter to be able to produce the modules on time.

Distribution of modules. After preparing the modules, the teachers are tasked to distribute them to the stude
nts. To avoid the risks of the COVID-19 pandemic, the schools implemented a system of delivery and retrieval.
One of the secondary schools in Tacloban used the IYA-KADI stations where the parents/guardians are the ones
who will get and pass the module. The said stations are situated in the nearest area where the students are residin
g. Some IYA-KADI stations are within the barangay halls where there is an assigned teacher. The table below sh
ows the challenges encountered by teachers in the distribution of modules.

Table 2
Challenges of teachers in the distribution of modules
Challenges of teachers Teacher’s experience
Late students who claim their modules “There are students who get their modules late than the
given schedule…”
Transaction system between parent and teacher “Some parents do not get the modules on time…” “The
QR code given by the adviser of the student being pres
ented by parents in school as a requirement to get the
module encounters error in scanning…”
Inactive contact numbers of learners (Access to student “The contact number given by the students is inactiv
s) e causing difficulty in communicating with them to g
et the module…”
Difficulty in contacting students’ parents “It is difficult to contact the parents for communication
about the modules and their learners…”

International Journal of Research Studies in Education 11

Castroverde, F., & Acala, M.
Based on the table above, it can be seen that teachers’ challenges in the distribution of modules are connecte
d with the late claiming of modules and difficulty in contacting both learner and parent. There are students who c
laim the modules late than the scheduled time that became the reason why some students submit late outputs or e
ven do not submit at all. With this, the teachers directly contact the parents but unfortunately, there are also paren
ts who will not get the modules on time and do not have the QR code needed to claim the modules of their learne
rs. Also, the contact numbers given by the students are difficult to contact and sometimes they give inactive phon
e numbers that create problems in communicating with them. This also happens with the interaction between par
ents and teachers. There are also parents who are not responsive to the queries of the teachers and there are also i
nactive contact details given by the parents that compromise the scheduled time in the distribution and retrieval o
f the modules.

Monitoring of students’ learning. The table below shows the challenges faced by teachers in monitoring the
student’s learning.

Table 3
Challenges of teachers in monitoring students’ learning
Challenges of teachers Teacher’s experience
Unable to contact learners “It is hard to contact the students for monitoring their p
rogress and answering their queries…”
Students/parents with no contact numbers/internet conne “It is difficult to contact both the students and parents b
ction ecause of inactive contact number and lack of gadget…
”
“Since we sometimes use social media platforms such
as messenger and email to monitor the students learnin
g and for the submission of some activities, some stude
nts cannot submit due to lack of internet
connectivity and the gadget needed…”
Difficulty in validating students’ performance “Some students have tutor who are answering their mo
dules …”
Personal monitoring may cause health-risks “Going to the house of students for personal mentoring
may impose health-risks …”
Hard to monitor due to limited face to face transaction “Monitoring the student’s learning is difficult due to li
mited face to face interaction with the students…”

The result of the study shows that the common problem of teachers in monitoring students’ performance is t
he lack of effective communication. This is due to students’ lack of gadgets as well as unstable internet connectiv
ity since most of the monitoring is being done through messenger and other social media platforms. However, tea
chers also make use of text messages but there are parents whose numbers are inactive and cannot be reached. H
owever, the validation of students’ learning is also difficult on the part of the teacher since there are modules bei
ng answered by parents and tutors, not the learners.

Retrieval of modules. The retrieval of students’ answer sheets/modules is being done through a system orga
nized by the school/teachers. Below are the challenges that teachers encounter in the process of collecting the mo
dules.

Table 4
Challenges of teachers in retrieving the modules
Challenges of teachers Teachers’ experience
Students’ failure to follow the schedule set for the subm “There are some students who can’t submit their modu
ission of modules les on time…”
Submission of incomplete answers in a particular modul “Students submit modules with lacking answers in a p
e articular activity.”

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 Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic
Unidentified answer sheets of students “Students submit modules with no names.”
Not all students submit the answered modules “Poor attendance of students’ submission of modules
…”

Based on the table above, it can be seen that teachers’ challenges in collecting the modules are associated
with students’ responsibility in complying with all the requirements specified in their activities. The failure of stu
dents to follow the set schedule for the submission of modules affects the teacher’s schedule in checking the mod
ules as it consumes time in checking all the outputs of the students. However, teachers are struggling in terms of
the identification of student modules because during submission, students do not indicate their names.
As teachers segregate the modules, traceability of students’ answered modules becomes a challenge on their part.
Sometimes this becomes the reason why there are modules being given to the wrong adviser or teacher-in-charge.
Aside from the modules with no names, there are also students who submit modules with incomplete answers. T
eachers tend to accept these modules but they give instructions to the student to accomplish the lacking activities.
But teachers find it hard whenever there are students who do not submit any answered module in a specific quart
er. This does not only pose a challenge on teachers’ responsibility in monitoring the student’s performance but al
so a struggle on teachers seeing a student not learning anything from school amid the pandemic. As stated by one
teacher, “It hurts knowing that you have a student who seems to give up on his studies.” This is the reason why t
eachers do their best in motivating their students to continue their studies amid the challenges that they experienc
e.

To facilitate the collection of modules, a particular school formulate its own system of gathering students’ an
swered modules in a week. In each barangay, the assigned teacher collects the modules from the parents. It is the
parents who submit the modules to ensure that students are safe from the effects of the COVID-19 pandemic. Ho
wever, based on the interview conducted by the researchers there are challenges encountered by the teachers that
require attention from both students and parents. Therefore, teachers need to coordinate with their students and th
e parents to ensure that they will submit modules with complete answers, with names or labels for identification
and if possible, will follow the schedule set for the submission of outputs.

Checking and Evaluating Students’ Answers in the Modules. After collecting the modules, teachers are e
xpected to check and evaluate students’ answers. Checking is considered as one of the essential parts of teachers’
role in monitoring the students’ performance. However, there are various issues and challenges that teachers enc
ounter in the process of checking and evaluating students’ outputs.

Table 5
Challenges of teachers in checking and evaluating students’ answers in the modules
Challenges of teachers Teachers’ experience
Modules with no answers/incomplete answers “There are students who submitted with incomplete an
swers while others did not answer any activity…”
Answer sheets with no names “There are students who forgot to write their names in
the modules that is why it’s difficult to identify whose
output is being checked…”
Limited time in checking due to other tasks “Due to other paper works, the time for checking in sc
hool is limited…”
Low scores of students “Students got scores below the passing rate…”
Not legible handwriting of a student “There are students whose penmanship is difficult to r
ecognize that’s why it is also hard to check their
answers…”

The table above shows some of the challenges that teachers encounter as they engage in the process of check
ing and evaluating students’ answers in the modules. The teachers find it difficult to check outputs with no answe

International Journal of Research Studies in Education 13

Castroverde, F., & Acala, M.
rs as it indicates that they have nothing to record with regards to the students’ performance. On top of that, the fa
ct that students have no answers means that students are not interested in the process of learning. Hence, it is chal
lenging for teachers to evaluate a student without evidence of learning. There are also students who submit answ
er sheets without names and it becomes difficult for a teacher to check without being able to recognize the owner
of the output, especially when recording scores.

The teacher is also expected to perform other tasks in school. However, according to the respondents of the s
tudy, too many loads of paper works affect the teachers’ time and efficiency in checking students’ outputs. The ti
me spent in checking is being given to other tasks being done by the teacher. Some teachers added, “We even bri
ng students’ output at home so we can have time to check”. This is the reason why teachers’ “family time” is bei
ng spent in checking modules. In today’s context with modular distance learning, there are many activity sheets t
hat a teacher needs to check and teachers ensure that they are able to record the scores of the students as it is their
basis in evaluating students’ performance.

It is during the checking and evaluation of outputs that a teacher discovers the current performance of the stu
dent. According to one of the respondents of the study:

“Because of this peril, you will not know if the student is really learning or just passing the modules for
grades.”

This is due to the low scores that students got from the activities in the modules. It becomes difficult for the t
eacher to validate the actual performance of the student since there are some who have tutors while the others do
not learn by themselves. The modules are expected to be their self-learning guide but teachers admit that the stud
ents still need their guidance and teaching in learning a particular concept. Low scores of students challenge the t
eachers to find alternative ways on how to supplement and reinforce every student’s performance.

Checking also requires careful attention and examination by the teacher when it comes to the answers writte
n by the students. According to the respondents of the study, teachers find a hard time recognizing students’
written answers due to ineligible penmanship. This affects the teachers’ interpretation and understanding of what
students have answered. This may also result in teachers being unable to check the outputs of students since the s
tudents’ penmanship is not legible.

Giving feedback to students. As the teacher evaluates the performance of students, giving feedback to stude
nts is also necessary to let the students know the status of their learning through the given modules. However, the
researchers found out that the current way of learning and giving of instruction creates a dilemma on how can tea
chers address students regarding their performance. According to the respondents of the study, communication to
both teachers and parents is being done through text and social media platforms such as the messenger. However,
not all students in Tacloban City have the access to these gadgets and not all of them can afford to buy a load. Th
ere are also students who are residing in areas with poor internet connection. Due to these, the teachers find it dif
ficult to inform learners of the status of their learning as well as they find it challenging to give feedback on stud
ents’ outputs. As stated by one of the respondents of the study:

“We cannot give feedback to all students because we cannot contact some of them. It is also difficult in
today’s situation because of limited face to face interaction.”

These statements show how communication plays a big role in teachers’ way of providing feedback to the le
arners. However, because of certain factors such as internet connectivity, health risks, and lack of gadgets, it bec
omes difficult for teachers to inform the learners about their performance. The conduct of Portfolio Day and Car
d Day is still being practiced by the different secondary schools in Tacloban. However, due to the restrictions bro
ught by the pandemic, students are not encouraged to go to school. Instead, the parents are the ones who attend th
e said activity and it is the chance for them to talk to the teachers regarding their concerns on their child’s perfor

14 Consortia Academia Publishing (A partner of Network of Professional Researchers and Educators)

 Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic
mance. Hence, the parents also play a big role as the channel of teachers in contacting the students. At this time o
f the pandemic, parents serve as the teachers’ instrument in guiding the learners.

How teachers cope with the challenges they encounter in modular distance learning modality - As teacher
s face different challenges in the implementation of Modular Distance Learning Modality by the Department of
Education, they strive to overcome such challenges through different approaches. Based on the results of the stud
y, the secondary school teachers under the Division of Tacloban City have various coping strategies on the differ
ent challenges that they encounter. Time management is one of the steps to ease the tasks that a teacher is handl
ing daily. Through providing a schedule of activities and balancing tasks, teachers are able to deal with tasks in
ways that they know which to prioritize. The accomplishment of tasks such as preparing lessons, the printing of
modules, and checking of modules will be achieved if a teacher knows how to spend his/her time efficiently.

The impact of COVID-19 does not only concern the teachers but also the students, parents, and others involv
ed in the teaching and learning process. Accepting and embracing the challenges of times keeps an individual po
sitive amidst everything. As stated by one of the respondents of the study:

“To overcome these challenges, simply it is only by embracing the reality brought by this new normal
style of education. Of course, doing the necessary tasks and just staying positive.”

It can be seen above how positivity contributes to teachers’ peaceful outlook in the challenges brought by th
e changes in the educational landscape. Being positive lessens the burdens of teachers and it shows the teachers
what to focus on and how to deal with things calmly without causing mental stress. The respondents of the study
highlighted that frustrations, anxiety, stress, and depression will be avoided if teachers will establish within them
selves the spirit of optimism and trust that everything will be accomplished as planned.

The results of the study also showed that incorporating alternative plans on various situations helps in addr
essing issues related to the process of teaching. One of the respondents added, “I always have an alternative plan
or intervention just to cope up with these challenges”. This includes certain situations where sometimes teachers
spent from their own pocket when necessary in terms of the reproduction of modules or learning activity sheets a
nd other related learning materials. However, in case of failure to receive the communication or announcement d
ue to unavailability of phones or other gadgets for means of communication, teachers just contact other students t
o call the attention of the concerned student or sometimes conduct a home visitation. Coordinating with colleagu
es and other school authorities on what to do when a problem arises concerning the modular distance learning ap
proach is also helpful in addressing such issues. Discussing with an immediate supervisor so that he/she can brin
g them up during their executive meeting opens collaboration and unity in solving various problems concerning t
he students’ welfare and quality of learning. Hence, it is good that teachers know how to innovate some strategie
s, methods, and approaches like home visitation and online distance discussion.

The shift of mode of instruction also challenges the teachers on the current trends of teaching tools, strategie
s, and approaches. As stated by one of the respondents of the study, “I read articles to arm me with the knowled
ge in this new normal way of teaching”. There are teachers who are not well-equipped with the use of technologi
cal devices such as the computer and it adds to their struggle in preparing the modules. To ease this struggle, teac
hers equip themselves by attending online webinars and training, reading articles, and even asking help from a co
lleague. Indeed, the flexibility of teachers and knowing how to adapt to the changes brought by the pandemic hel
p in overcoming certain challenges encountered in the implementation of modular distance learning modality.

4. Conclusion and recommendation

Based on the study, teachers encounter different challenges in the implementation of modular distance learni
ng modality. These challenges were identified based on how teachers plan and prepare the modules, deliver, coll
ect, monitor students’ performance, check and evaluate students’ outputs, as well as on how they provide feedbac

International Journal of Research Studies in Education 15

Castroverde, F., & Acala, M.
k to students. Time management, innovating teaching strategies, adapting to the changes brought by the new nor
mal trend in education, being flexible, providing alternative plans, being optimistic and patient, and equipping on
eself with the necessary skills are some of the ways on how teachers cope with the challenges that they encounter
in modular distance learning modality.

The researchers recommend that teachers need to formulate alternative plans on different issues that may aris
e as they are involved in the process of teaching. Managing time wisely also aids in dealing with various tasks in
school. The school authorities shall also implement a system in terms of delivery and retrieval of modules to ensu
re that both parents and teachers are aware of what to do as well as to keep everyone safe from the effects of the
COVID-19 pandemic. The conduct of webinars for equipping teachers with the current trends of new normal edu
cation also helps educators in adapting to the changes of times. These steps will help the educational system in ou
r country to continue providing quality education to learners deemed to be the future of society. The researchers a
lso recommend that further studies on the current situation of teachers in the implementation of new normal educ
ation be conducted.

5. References

Ambayon, E. (2020). Modular-based approach and student’s achievement in literature. International Journal of
Education and Literary Studies, 8(3). https://doi.org/10.7575/aiac.ijels.v.8n.3p.32
Bagood, J. B. (2020). Teaching-learning modality under the new normal. Philippine Information Agency. https://
pia.gov.ph/features/articles/1055584
Dangle, Y. R. P., & Sumaoang J. D. (2020). The implementation of modular distance learning in the Philippine se
condary public schools. 3rd International Conference on Advanced Research in Teaching and Educatio
n. Retrieved from https://www.dpublication.com/abstract-of-3rd-icate/27-427/
Lapada, A. A., Miguel, F.F., Robledo, D. A. R., & Alam, Z. F. (2020). Teachers’ covid-19 awareness, distance le
arning education experiences and perceptions towards institutional readiness and challenges.
International Journal of Learning, Teaching and Educational Research, 19(6).
https://doi.org/10.26803/ijlter.19.6.8
Malipot, M. H. (2020, August 4). Teachers air problems on modular learning system. Manila Bulletin. Retrieved
from https://mb.com.ph/2020/08/04/teachers-air-problems-on-modular-learning-system/
Martineau, M. D., Charland, P., Arvisais, O., & Vinuesa, V. (2020). Education and COVID-19: challenges and o
pportunities. Canadian Commission for UNESCO. Retrieved from
https://en.ccunesco.ca/idealab/education-and-covid-19-challenges-and-opportunities
OECD. (2020). Strengthening online learning when schools are closed: The role of families and teachers in supp
orting students during the COVID-19 crisis. Retrieved from http://www.oecd.org/coronavirus/policy-resp
onses/strengthening-online-learning-when-schools-are-close d-the-role-of-families-and-teachers-in-suppor
ting-students-during-the-covid-19-crisis-c4ecba6c/

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