Department of Education

DIVISION OF AGUSAN DEL SUR

TEACHING COMPETENCIES AND CHALLENGES OF MAPEH TEACHERS IN THE

IMPLEMENTATION OF MODULAR DISTANCE LEARNING

A District-wide Basic Research

submitted to the Office the Policy Planning
and Research Division

JINKY M. RAMIREZ, TEACHER-III

Researcher

February 2022
 I. INTRODUCTION

Quality education means quality teachers, their competencies and qualifications on

how to develop the learners' quality of life so that they can properly serve society according
to their roles and responsibilities as good citizens (Andoy, et al., 2016). Teaching
competencies are the skills and knowledge that enable a teacher to be successful. To
maximize student learning, teachers must have expertise in a wide-ranging array of
competencies in an especially complex environment where hundreds of critical decisions are
required each day (Hattie, J., 2009.) However, the pandemic has caused a complete
reshaping of teaching and learning (Cętinkaya Aydın, 2020). Although the routines were
interrupted in this period, especially in education, teachers were perhaps the most affected
by this interruption (Hills, 2020) thus, forcing teachers to reorganize their lessons and find
novel solutions (Daubney & Fautley, 2020).

The closure of schools, adjustments in routines such as social distance and / or being
closed to home and distance education has created a real multi-faceted challenge for
teachers and students. The Department of Education had released the DepEd Order No.18,
s. 2020 as the departments’ guidelines for the implementation of the Basic Education
Continuity Plan. It calls the DepEd to be responsive, innovative and resourceful in delivery of
quality, accessible, relevant, and liberating education. It would like to ensure that learning
opportunities are provided to our learners in safe manner. This has paved the way to the
implementation of Modular Distance Learning as a pressing response to ensure the
continuity of education. Identified teaching personnel together with the Education Program
Supervisors prepared modules. in all subjects for all grade/year level across four quarters in
accordance to the Most Essential Learning Competencies.
In Bunawan District II, one of the Districts of the Division of Agusan del Sur, all
schools followed the Modular Distance Learning as its instructional learning modality.
Teachers play a very significant role in the continuous delivery of quality education amid the
pandemic. Bagood (2020) highlighted that as front liners in the educational system, teachers
have undergone various training and seminars such as the Learning Delivery Mode Course 1
and 2 to be more equipped in delivering better education amid the COVID-19 pandemic as it
is a norm of the department to train teachers not just for professional growth but to become
ready for unexpected circumstances. However, a study of Malipot (2020) revealed that
teachers also air their problems on modular distance learning. The implementation of
modular instruction fostered various challenges to teachers, students, and parents. The study
of Dangle & Sumaoang (2020) showed that the main challenges that emerged were lack of
school funding in the production and delivery of modules, students struggle with self-
studying, and parents’ lack of knowledge to academically guide their child/children.

With this discussion, it becomes clear that teachers' perceived competencies and
challenges affect how they carry out their daily tasks. This is very vital especially during the
pandemic where students need all the support they can get from teachers. Although there
have been numerous researches exploring teachers’ competencies, limited studies have
been conducted focusing on MAPEH Teachers and the implementation of modular distance
learning. For this reason, this research intends to determine the MAPEH Teachers’ teaching
competencies and challenges in the implementation of the modular distance learning
modality in Bunawan District II. The results of this study will give relevant data and
information to better understand their needs and expectations in crisis events that affect the
education system and the findings can help decision makers in the education sector set long-
and short-term goals. Thus, the quality of education, which is an important dimension of our
country's education system, can be improved.

II. LITERATURE REVIEW

An integral part in transmitting certain skills and knowledge to students is teacher

competency. Teaching competencies are the skills and knowledge that enable a teacher to
be successful. To maximize student learning, teachers must have expertise in a wide-ranging
array of competencies in an especially complex environment where hundreds of critical
decisions are required each day (Hattie, J., (2009). In addition, teacher competencies entails
subject matter, comprehension of teaching strategies and learning styles, and the process of
applying effective teaching approaches to enhance the process of knowledge acquisition and
application, and transforming learners into new knowledgeable beings (Darling-Hammond,
L.D. 2006)
Furthermore, the teachers’ belief and ability to plan and execute courses of action is
necessary to successfully achieve a specific teaching objective in a particular context
(Tschannen-moran & Woolfolk, 2007). Previous studies on competencies in teaching
(Devries, 2013; Johnson & Matthews, 2015 ; Juchniewicz, 2010; Macleod & Nápoles, 2014)
have reported that teachers perceptions and behaviors has relation to teacher competencies
(Madsen & Cassidy, 2005; Taebel, 1990), and assessing teacher competencies (Danielsons,
2009; Mohanna et al., 2007; Nielsen, 2014).
The emergence of COVID-19, which was called a pandemic in March 2020, the world,
has suddenly changed a lot (WHO, 2020).This sudden change forced teachers to rethink
their whole teaching methodology to alleviate the academic impact as much as possible. The
closure of schools, adjustments in routines such as social distance and / or being closed to
home, distance education has created a real multi-faceted challenge for teachers and
students. According to the study conducted by Lapada et al. (2020), teachers were highly
aware of the presence and consequences caused by the COVID-19 pandemic. Despite the
threats of the COVID-19 pandemic, teachers continue to serve by formulating modules as the
learning guide of students. The teacher thus becomes a facilitator in the development of the
student, both as a member of their community and a member of their society (Martineau et
al., 2020)
Preliminary works of Fedina et al. (2017) on distance education readiness found that
90% of the total special education and preschool teachers surveyed got motivated to
implement distance education despite having diverse students, lack of specialists, home-
schooled, under long medical treatment, attending short stay with group or family and private
school.
In contrast, numerous studies (Akerson & Carter, 2021; Atilgan, & Tukel, 2021;
Bartlett et al., 2020) have found out that for the entire education system, nationwide school
closures and the impromptu transition to digital and modular education have also created
new challenges. A small scale study conducted by Ambayon (2020) showed modular
instruction is more operative in the teaching-learning method as equated to usual teaching
approaches because in this modular approach the students learn in their own stride. It is
unrestricted self-learning panache in which instantaneous reinforcement, a comment is
provided to practice exercise, which stimulates the students and builds curiosity in them.
Hence, this kind of learning modality increases the student-centered approach in learning.
On a recent study of Castroverde, F., & Acala, M. (2021), they have concluded that
the challenges of teachers were identified based on how they plan, prepare and distribute
modules, monitor students’ learning, check, evaluate outputs, and provide feedback on
students’ performance. Furthermore, teachers used various ways to cope with the challenges
encountered in modular distance learning modality such as time management, innovating
teaching strategies, adapting to the changes brought by the new normal trend in education,
being flexible, providing alternative plans, being optimistic, patient, and equipping oneself
with the necessary skills for the new normal ways of education. Various stakeholders need to
work and plan for alternatives on different issues that may arise as they are involved in the
teaching-learning process considering all the limitations in these trying times brought by the
pandemic.
According to Roberto et al. (2019), teaching standards competence of teachers was
set on by their knowledge, skills, and attitudes through their participation in the different in-
service pieces of training and programs. However, the teaching performance is mainly
affected by the habit of work and experience in the profession; its competence in the
standards associates with or influences their teaching performance. The teacher can
continuously monitor their progress in the teaching standards to help them meet the required
competence toward improving their teaching performance.

Overall, the articles and literature cited were of great help to the study of the
researcher. Most of the literature led to teachers' competencies and challenges in modular
distance learning as a major determinant of educational success. The said articles and
studies cited in this research gave relevant information to support the outcome and study's
result. These served as a guide of the research on the assessment on the level of
competency of MAPEH teachers and the challenges that they have encountered in
implementation of modular distance learning in Bunawan District II, Bunawan, Agusan Del
Sur.

III. RESEARCH QUESTIONS

This study seeks to determine the MAPEH teachers’ level of competencies and the
challenges that they have encountered in the implementation of modular distance learning
modality.
Specifically, it aims to answer the following problems:
1. What is the level of competencies of teachers in the implementation of modular
distance learning modality in terms of the following:
1.1 Content Knowledge and Pedagogy;
1.2 Learning Environment and Diversity of Learners;
1.3 Curriculum and Planning;
1.5 Assessment and Reporting; and
1.5 Plus Factor?

2 What are the challenges met by MAPEH teachers in the implementation of modular
distance learning modality in terms of:
2.1 Technical Elements
2.2 Teachers’ Preparedness
2.3 Self-learning Modules
2.4 Teachers’ Support
2.5 Pupils’ Learning
2.6 Parents’/Guardians’ Support
 2.7 Material Resources

3. Is there a significant relationship between the teachers’ level of competencies and

their perceived challenges in the implementation of modular distance learning
modality?

4. What intervention plan can be proposed based on the findings of this study?

IV. Scope and Limitation of the Study

This descriptive quantitative study aims to assess the teaching competencies and
anxieties of MAPEH teachers in nine (9) elementary schools of Bunawan District II,
Municipality of Bunawan, Agusan del Sur.
This study limits only to the teachers' teaching competencies in terms of Content
Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and
Planning, Assessment and Reporting, Plus Factor; and the challenges met by teachers in
terms of Technical Elements, Teachers’ Preparedness, Self-learning Modules, Teachers’
Support, Pupils’ Learning, Parents’/Guardians’ Support and Material Resources.
 V. RESEARCH METHODOLOGY
This study will employ the descriptive-correlational research design. This design will
be the most appropriate research design for this study because it seeks to find out the level
of teaching competencies of teachers on content knowledge and pedagogy, learning
environment and diversity of learners, curriculum and planning, assessment and reporting,
plus factor and the challenges in the implementation of modular distance learning modality.

Moreover, this design will also determine the degree of linear relationship between
the variables; level of competencies of teachers on content knowledge and pedagogy,
learning environment and diversity of learners, curriculum and planning, assessment and
reporting, plus factor and the challenges of MAPEH teachers in the implementation of
modular distance learning modality. The nine elementary school of Bunawan District II
namely: Nueva Era Elementary School, West Bunawan Central Elementary School, Hagnaya
Elementary School, Mambalili Elementary School, Consuelo Elementary School, Kalingayan
Elementary School, Upper Consuelo II Elementary School and Upper Consuelo I Elementary
School are the main locale of the study. The researcher will choose the respondents using
the purposive sampling method from the nine (9) identified elementary schools .The
respondents will be the MAPEH teachers from Grade I to Grade VI. There will be 6
participants in every school, and a total of 54 respondents for the study.
 A. Sampling

The respondents of the study will be the MAPEH teachers who belong to Teacher 1 to
Teacher III position. These teachers will be selected purposively based on their grade level
so that each grade level from Grade 1-6 in every school will have a representative. There will
be 6 participants in every school and a total of 54 respondents of the study.

Name of School Sample Size of Population

(N)
West Bunawan Central ES 6
Nueva Era ES 6
Mambalili ES 6
Hubang ES 6
Hagnaya ES 6
Consuelo ES 6
Kalingayan ES 6
Upper Consuelo ES I 6
Upper Consuelo ES II 6
TOTAL 54

B. Data Collection

The researcher will prepare the research design and tools to be utilized in the study. An
adopted survey questionnaire from the study of Guiamalon, T. et.al. (2021) will be utilized to
determine the teaching competencies of the teachers and challenges of the teachers in
modular distance learning.

The questionnaire will be consisted of two parts. Part will be the level of teachers' of
competencies on five factors: content knowledge and pedagogy, learning environment and
diversity of learners, curriculum and planning, assessment and reporting, plus factor. A Likert
Scale consisting of five-point scale (Scale of 1 to 5; where: 1- Strongly Disagree 2- Disagree,
3- Somewhat Agree 4- Agree 5- Strongly Agree) will be used for the responses.

On the other hand, Part 2 will describe the challenges faced by MAPEH teachers in
the implementation of modular distance learning in terms of Technical Elements, Teachers’
Preparedness, Self-learning Modules, Teachers’ Support, Pupils’ Learning,
Parents’/Guardians’ Support and Material Resources. A five-point Likert Scale (Scale of 1 to
5; where: 1- Not Evident, 2- Evident, 3- Moderately Evident, 4- Evident, 5- Highly Evident)
will be used for the responses.

A letter request to conduct the study will be forwarded to the Office of the Schools
Division Superintendent. Upon approval, permission from the District Supervisor and School
Head will also be secured before the actual gathering of data. Because of the on-going
Covid-19 health restrictions, Google survey forms will be used by the researcher for an easier
access and gathering of the needed data. The Google survey form will be utilized to gather
the needed data from the respondents which will be floated through group chats . After the
submission of the questionnaires, tallying and tabulation and submission for statistical
treatment will follow immediately. From the results of the study, a summary of significant
findings, conclusions and recommendations will be formulated.

C. Ethical Issues

The right to conduct the study will be strictly adhered through the approval of the Schools
Division Superintendent of the Division, District Supervisor of the District and School
Principal. Names of the respondents will be optional and the information gathered from the
respondents will be treated with utmost confidentiality.

D. Plan for Data Analysis

The descriptive statistics such as simple percentage and means will be applied as
statistical treatment in this study. Pearson Product Moment Correlation will also be used to
analyse the significant relationship between teachers’ level of competencies and challenges
in the implementation of the modular distance learning modality.
 VI. TIMETABLE / GANTT CHART

VI. COST ESTIMATES

To implement this research undertaking, the following items will be needed with their
corresponding costs:
Particulars Quantity Unit Cost Total

A. Preparation of the materials for the research

Bond paper (A4) 1 ream 185.00 185.00

B. Data gathering, interpretation of data and preparation of the completed basic research

Bond paper (A4) 1 ream 185.00 185.00

Internet services 3 card 100.00 300.00

Total Cost 670.00

VII. PLANS FOR DISSEMINATION AND ADVOCACY

The results of this research will be cascaded to the MAPEH Coordinators’ meeting
with the District In-charge and to District, Division and Regional Research Conferences.
These unspoiled avenues will be utilized to share the reflections about the current research
results and recommend future actions beneficial to the teachers. This research study ensures
that the research findings will be used for decision-making and policy formulation to support
the wellness and being of the teachers especially in this time of pandemic.
VIII. REFERENCES

Akerson, V. L. & Carter, I. S. (Eds.). (2021). Science Education during the COVID-19
Pandemic: Tales from the Front Lines. ISTES Organization

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

Andoy, et al., (2016). Teachers Competency and Academic Performance of Grade 10

Students in MAPEH

Atilgan, D. & Tukel, Y. (2021). Social capital and satisfaction with life during the COVID-19
pandemic: A case study on coaches. International Journal on Social and Education
Sciences (IJonSES), 3(2), 342-359. https://doi.org/10.46328/ijonses.185

Bagood, J. B. (2020). Teaching-learning modality under the new normal. Philippine

Information Agency. https://pia.gov.ph/features/articles/1055584

Bartlett, J.D., Griffin, J., Thomson, D. (2020). Resources for supporting children’s emotional
wellbeing during the COVID-19 pandemic. Child Trends. Retrieved on 03.06.2021
https://www.childtrends.org/publications/resources-for-supporting-childrens emotional-
well-being

Castroverde, F., & Acala, M. (2021) Modular distance learning modality: Challenges o
teachers in teaching amid the Covid-19 pandemic, International Journal of Research
Studies in Education · June 2021 DOI: 10.5861/ijrse.2021.
https://www.researchgate.net/publication/352746170
Çetinkaya Aydın, G. (2020, Mayıs 11). COVID-19 salgını sürecinde öğretmenler.
TEDMEM.https://tedmem.org/covid-19/covid-19- salgini-surecinde-ogretmenler

Dangle, Y. R. P., & Sumaoang J. D. (2020). The implementation of modular distance learning
in the Philippine secondary public schools. 3rd International Conference on Advanced
Research in Teaching and Education. https://www.dpublication.com/abstract-of-3rd-
icate/27-427/

Daubney, A., & Fautley, M. (2020). Editorial research: Music education in a time of pandemic.
British Journal of Music Education, 37(2), 107-114.
https://doi.org/10.1017/S0265051720000133

Danielsons, C. (2009). Framework for teaching. The Danielson Group

Darling-Hammond, L.D. (2006). Keeping Good Teachers: Why it matters, What Leaders Can
 Do (Vol. 1, 12th Ed.). In D. M. Sadker& K. R. Zittleman (Eds.), Teachers, Schools,
and Society A Brief Introduction to Education (2nded.). New York: McGraw-Hill.

Devries, P. (2013). Generalist teachers‟ self-efficacy in primary school music

teaching. Music Education Research, 15(4), 375–391.

Fedina, N. V., Burmykina, I. V., Zvezda, L. M., Pikalova, O. S., Skudnev, D. M., & Voronin,I.
(2017). Study of educators’ and parents’ readiness to implement distance learning
technologies in preschool education in Russia. Eurasia Journal of Mathematics,
Science and Technology Education, 13(12), 8415–8428.
https://doi.org/10.12973/ejmste/80802

Hattie, J., (2009). Visible learning: A synthesis of over 800 meta-analyses related to
achievement. New York, NY: Routledge.

Hills, F. (2020). The Pandemic is a Crisis for Students with Special Needs. Retrieved on
5.06.2021 from https://www.theatlantic.com/education/archive/2020/04/special-
education-goes-remote-COVID-19pandemic/610231

Johnson, D., & Matthews, W. (2015). Experienced general music teachers‟ instructional
decision making. International Journal of Music Education, 35(2), 189-201.

Juchniewicz, J. (2010). The influence of social intelligence on effective music teaching.

Journal of Research in Music Education, 58(3), 276-293.

Lapada, A. A., Miguel, F.F., Robledo, D. A. R., & Alam, Z. F. (2020). Teachers’ covid-19
awareness, distance learning 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

Macleod, B. R. B., & Nápoles, J. (2014). The influences of teacher delivery and student
progress on experienced teachers‟ perceptions of teaching effectiveness. Journal of
Music Teacher Education, 24(3), 24-36.

Madsen, K., & Cassidy, J. (2005). The effect of focus of attention and teaching experience
on perceptions of teaching effectiveness and student learning. Journal of Research in
Music Education, 53(3), 222-233.

Malipot, M. H. (2020, August 4). Teachers air problems on modular learning system. Manila
Bulletin. 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 opportunities. Canadian Commission for UNESCO. Retrieved from
https://en.ccunesco.ca/idealab/education-and-covid-19-challenges-and-opportunities
Mohanna, K., Chambers, R., & Wall, D. (2007). Developing your teaching style: Increasing
effectiveness in healthcare teaching, Postgrad Med J., 83(977), 145-7
Nielsen, L. (2014). Teacher evaluation: Archiving teaching effectiveness. Music Education
Journals, 101(1), 63-69
Taebel, D. K. (1990). An assessment of the classroom performance of music teachers.
Journal of Research in Music Education, 38(1), 5-23.
Tschannen-moran, M., & Woolfolk, A. (2007). The differential antecedents of self-efficacy
beliefs of novice and experienced teachers. Teaching and Teacher Education, 23,
944– 956.

WHO. (2020). World Health Organization Novel Coronavirus (2019-nCoV): Situation Report.
Retrieved from https://apps.who.int/iris/bitstream/handle/10665/330762/
Name(optional): ____________________________________
School (optional): ____________________________________

This survey questionnaire intends to answer the problems presented on the research
entitled TEACHING COMPETENCIES AND CHALLENGES OF MAPEH TEACHERS IN
THE IMPLEMENTATION OF MODULAR DISTANCE LEARNING MODALITY. Please
answer each question HONESTLY. Rest assured that all the information and data that you
have given will be treated with utmost confidentiality.

PART I- COMPETENCIES OF TEACHERS

This portion describes the Level of Teachers’ Competencies in the following

phases: Content Knowledge and Pedagogy, Learning Environment and Diversity of
Learners, Curriculum and Planning, Assessment and Reporting, and Plus Factor. Put a
check (√) inside the column of each item which corresponds to your answer. Please answer
each item honestly by using the following scale:

5= Strongly Agree
4= Agree
3= Somewhat Agree
2= Disagree
1= Strongly Disagree

Content Knowledge and Pedagogy 5 4 3 2 1

I have applied knowledge of content within and across
1 curriculum teaching areas as reflected on my classroom
observation, video lesson or LAC session with my colleagues.
I have produced supplementary learning materials (in
2 print/digital format ) which highlights the positive use of ICT to
facilitate the teaching and learning process.
I have developed supplementary materials (in print/digital) that
highlights teaching strategies to develop critical and creative
3
thinking, as well as other higher-order thinking skills and used
them in the lesson delivery

Diversity of Learners & Assessment and Reporting 5 4 3 2 1

I have developed and established supplementary materials (in
print/digital format) that highlights teaching strategies that are
1 responsive to learners’ linguistic, cultural, socioeconomic, or
religious backgrounds and used them in the lesson delivery.

I have adjusted and modified my lessons and delivered

teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances,
2
including: learners affected by COVID-19 pandemic,
geographic isolation; chronic illness; displacement due to
armed conflict, urban resettlement or disasters; child abuse
 and child labor practices

I have used strategies for providing timely, accurate and

constructive feedback to improve learner performance
reflected on the learners’ activity sheet performance task, quiz
3
or test and self-learning module

Curriculum and Planning 5 4 3 2 1

I have selected, developed, organized and used appropriate
teaching and learning resources, including ICT, to address
1 learning goals as reflected on my classroom observation, video
lesson or LAC with my colleagues.

I have developed lesson plan (e.g., DLP, DLL, WHLP, WLP,

WLL, Lesson Exemplars, and the likes) or lesson from a self-
learning module with
achievable and appropriate learning outcomes that are aligned
with the learning competencies as shown in any of the
2
following: Lecture/discussion
Activity/activity sheet ,Performance task Rubric for assessing
performance using criteria that appropriately describe the
target output.

Community Linkages and Professional Engagement 5 4 3 2 1

& Personal Growth and Professional Development
I have built relationships with parents/ guardians and the wider
school community to facilitate involvement in the educative
process through communication and any activities that will
1
improve the access to education such as, home visitations,
parent-teacher meetings etc.

I have participated in professional networks to share

knowledge and to enhance practice such as LAC sessions,
2
webinars, training-workshops, seminars, forums, bench
markings and completion in a course
I have developed a personal improvement plan based on the
reflection of my practice and on-going professional learning
(e.g. Reflection of my practice during LAC session/s,
3 Reflection/Personal Notes on Coaching and Mentoring and/or
Mid-year Review, Personal notes journal on division/school-led
INSET and enrolment
in graduate/post graduate studies)

Plus Factor 5 4 3 2 1
I have performed various related works/activities that
contribute to the teaching-learning process such as committee
1
involvement , advisorship of co-curricular activities
,involvement as module/learning material writer, involvement
 as module/learning material validator , participation in the
RO/SDO/school-initiated TV-/radio-based instruction , book or
journal
authorship/contributorship , coordinatorship/ chairpersonship ,
coaching and
mentoring learners in competitions mentoring pre-service
teachers participation in demonstration teaching participation
as research presenter.

PART II. CHALLENGES IN THE IMPLEMENTATION OF MODULAR DISTANCE

LEARNING

This portion describes the CHALLENGES faced by the teachers in the

implementation of the Modular Distance Learning.
Put a check (√) inside the column of each item which corresponds to your answer.
Please answer each item honestly by using the following scale:

5= Highly Evident
4 = Evident
3= Moderately Evident
2 = Slightly Evident
1= Not Evident

Technical Elements 5 4 3 2 1
1 The School is not technologically prepared for modular learning modality.
2 There are no or limited laptops or computers available for every teacher.
3 Modules are difficult to download in DepEd links.
Using of smart phones, laptops, computers for downloading of modules is hard
4 for teachers
5 Teachers lack reasonable level of competence with computers.

6 The geographical location of school inaccessible to strong internet connection.

7 Internet access is not available all the time in school.

8 Electricity is not available in all classrooms.
The school does not provide contact tracing record for parents entering in
9 school.

10 Printers / photocopier machines are not available in school.

 Teacher’s Preparedness 5 4 3 2 1
Teachers were unprepared to conduct distance Learning
1
Education in times of COVID-19.
Teachers were unprepared to use printed modules as a tool for
2 learning at home.
Teachers have difficulty in monitoring and tracking the learners’
3 accomplishment of the task provided in the SLMs
No capacity building activities on distance learning education
4
management for teachers.
Teachers do not have proper training in the use of technology needed
5 for learning dissemination.
There is no provision of the regulation and policies on
6 the use modular learning in school.
The school so not provided supplementary materials for modular
7
learning.
8 Teachers lack orientation in delivering modules.
The school has not designated skeletal workforce for the COVID-19
9
pandemic.
Lack of Virtual communication and dissemination of information.
10

Self-Learning Modules 5 4 3 2 1
1 Printed modules are unavailable to distribute.
There is a slow reproduction of SLMs because school has limited
2 printing equipment.
Releasing of SLMs is delayed because of limited school equipment.
3
Reproduction cost is a big problem as schools has insufficient funds.
4
Because of insufficient copies, there are parents who were not were
5
able to receive SLMs.
6 Self-Learning Modules has erroneous contents.
7 Key concepts on SLMs are limited and is not deepened.
The language use and degree of difficulties to different type of
8 learners were not considered.
The activities and exercises are not suited to the multiple abilities of
9 learners.
Assessment designs in the SLMs are not sensitive to the abilities,
10 interest, developmental preparedness and available resources at
home.
 Teacher’s Support 5 4 3 2 1
Teachers cannot easily finish printing, sorting and organizing SLMs
1
for the succeeding weeks.
2 Teachers are not safe to do home visitation when needed.
Teachers are facing dangerous path everyday within modular
3 learning set up.
There is a difficulty in establishing a network of communication
4 among stakeholders such as parents for support at home is easy
Checking and evaluating children’s output from modules exercises is
5
very time-consuming and a big problem.
6 It is difficult to monitoring children’s learning.
7 Giving instructions to the parents is inconvenient.
Community quarantine at home and rush reproduction of SLMs is
8
stressful.
Teachers have limited virtual trainings and skills development to face
9 the new learning modality.
Teachers have difficulty in beating the deadlines and requirements
10
set by the school administrators

Pupils’ Learning 5 4 3 2 1
Learners cannot focus on learning because there are a lot of
1 temptations like gadgets and television.
Learners cannot concentrate on learning because there are a lot of
2 distractions like household chores.
3 Learners have low self-motivation to finish their learning tasks.
Learners have not develop sense of responsibility in accomplishing
4 the task provided in the module.
5 Delayed feed backing due to lack of communication
6 Learners do not pay attention to their parents when assisting them.
Learners do not learn at home even if they are with their parents who
7 are assisting them.
Learners submit their SLMs with unanswered or unfinished learning
8 activities
9 Delayed submission of SLMs
10 Learners have difficulty in learning independently from the modules.

Parents/Guardians Supports 5 4 3 2 1
1 Parents do not receive and return the SLMs on time
2 Parents lack encouragement to their children to learn at home.
Parents do not have the capacity to facilitate the modular
3
learning sessions for their children
Parents and other members of the family are not helping in
4 answering the SLMs.
5 Some parents have more children to mentor to assist.
6 Parents do not provide materials for the project of their children.
7 Parents do not help their children in making projects at home.
Parents have difficulty in guiding their children in doing activities and
8 experiments
Parents do not communicate to the teachers if there are some
9 unclarified instructions
Parents cannot manage to help their kids learn while looking for ways
10
to earn.
 Material Resources 5 4 3 2 1
1 The school has limited budget for reproduction.
Overwhelming printing causal equipment is a big problem
2
because school has limited resources.
The ability to generate more resources to supply the printing
3 materials in school requires great effort among teachers.
School needs to solicit private donations just to jumpstart the
4 reproduction of modules.
5 There is an inadequate financial support from DepEd
There is an imbalance in expenditures resulting to insufficient
6 resources and finances.
There are very few donations from the different Private
7
organization.
Local Government Unit show less support to the school for the
8 SLMs reproduction.
Local community and government show less support in providing
Technology and multi-media like desktops, laptops, printers and
9
other electronic
devices such as tablets, e-books and multimedia board.
Financial assistance for the reproduction of SLMs is not fully
10 utilized.