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ducation
mpowerme Manuel S. Enverga University Foundation Catanauan Inc.
xcellence Catanauan, Quezon

Carl Arvin U. Valencia Academic Writing

BSED II – English Instructor: Mr. Allan Talain

Title: A Comparative Analysis on the Challenges of Online Learning Modality and Modular
Learning Modality: A Basis for Training Program

Introduction: The Philippine education system is currently adapting to the latest blended
learning model, which is now being introduced throughout the world. Despite calls for an
academic freeze in the aftermath of the Coronavirus outbreak, the Education sector insists that
education should not be jeopardized. Teachers, particularly traditional teachers, are finding it
difficult to cope with this pandemic. The world stopped and the economy collapsed as all
businesses shutdown operations. For instance, to prevent the virus from spreading, most
countries closed schools, colleges, and universities. Not only the health and education sectors
were affected by the crisis. During the pandemic's peak, educational institutions offered remote
learning as an alternative. Despite the closure order, classes are held (Kasrekar, 2020). Since
face-to-face lessons are more likely to spread the virus, the most effective option is to teach and
learn online. This platform poses a challenge to both teachers and students because it exposes
them to something different. In the midst of the pandemic, this necessitates an ‘adopt quickly'
answer to the new standard in teaching and learning. The transition to online learning came too
soon, so academic institutions must strategize and drive new teaching pedagogies. The question
of whether private and public schools are prepared in terms of technological infrastructure and
teaching pedagogy remains unanswered.
According to Magsambol (2020), there is a strong divide between those who can and cannot
afford the money required to access the modern education platform. With the DepEd's mantra
"no child left behind," the general state of children in the public school system sends a message
of injustice. Training, on the other hand, cannot be canceled as much as the economy wants. In
controlling the spread of the disease, teachers are introducing new rules, practices, and classroom
configurations. Others are designing brand new online curricula for students who will be
studying from home. They are forced to do so at the same time, and with insufficient financial
resources. Holding students interested is the most challenging aspect of teaching online. To do
so, their greatest need is for instructional technology: laptops, tablets, document cameras and
other technology to help them do demonstrations and keep their students interested in the
content.
In the above mentioned point, the objective of this study is to craft an action plan that can help
both private and public school teachers in teaching during this time of pandemic. The action plan
will be based on the experiences of public and private school
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ducation
mpowerme Manuel S. Enverga University Foundation Catanauan Inc.
xcellence Catanauan, Quezon

Research Question:
1. What problems do teachers both private and public schools encounter while teaching using
new modalities?
2. What would teachers both private and public schools suggest to solve the problems
encountered?
3. What training program can be proposed to enhance teachers’ pedagogy both private and public
schools in using new modalities?

Review of Related Literature:

New Learning Modality
In response to the COVID-19 pandemic, educational institutions had to shut down abruptly,
necessitating a transition from traditional classroom instruction to flexible learning methods
aimed at ensuring the ongoing delivery of quality education to students. Many education systems
moved activities online to allow instruction to continue despite school closures (Organization for
Economic Co-operation and Development [OECD], 2020).
The shift to modular distance learning in schools made the delivery of basic quality education
more challenging for school personnel. Consequently, DepEd leaders are continuously seeking
solutions and capacitating teachers and school heads to become more effective in the field of
modular distance learning (Bagood, 2020).
Bagood (2020) also noted that identified teaching personnel, together with Education Program
Supervisors, prepared modules starting in May 2020 in all subjects for all grade/year levels
across four quarters in accordance with the “Most Essential Learning Competencies”. These self-
learning modules are comprehensive learning packages that include pre-tests, discussions, and a
sequence of assessments. They are provided to all learners along with the modular learning class
schedule. This instructional approach has been widely adopted by public school teachers across
the Philippines.
Furthermore, based on the study conducted by Ambayon (2020), modular instruction is more
operative in the teaching-learning method compared to usual teaching approaches because in this
modular approach, students learn at their own stride. This represents an uninhibited self-learning
style where students receive immediate feedback and comments on practice exercises,
encouraging engagement and curiosity, thereby enhancing a student-centered learning
environment.
Moreover, Scott (2021) defines online learning as studying remotely, which is an alternative way
to study at schools. Instead of going to classrooms, students can study at home or wherever they
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ducation
mpowerme Manuel S. Enverga University Foundation Catanauan Inc.
xcellence Catanauan, Quezon

choose, via the internet. Classes, teaching materials, support, and assessments are all delivered
online and often recorded for future reference.
Meanwhile, Asad (2023) highlighted that online learning can be a helpful and convenient option
for learners, offering flexibility, access to a wider range of courses, and the opportunity to
develop important technology skills. During the pandemic, online learning involves teachers and
students not going to school but teaching and studying from home using technology such as
smartphones, laptops, iPads, and tablets. Various platforms like WhatsApp, Google Classroom,
and Zoom meetings facilitate online learning, integrating technology effectively into the
educational process.

Problems both private and public teachers encountered in utilizing new learning
modalities.
The emergence of new learning modalities occurred during the rapid spread of COVID-19 in
recent years. Despite teachers' efforts to adapt to the situation, both private and public schools
encounter several challenges.
A recent study conducted by Geverola et al. (2022) shed light on the significant obstacles
teachers faced when transitioning to new teaching modalities. One major issue highlighted was
the challenge of creating interesting and stimulating discussions in virtual classrooms. Teachers
encountered difficulties in promoting interactive and lively class atmospheres, largely due to
technology limitations and lack of experience with online tools. Additionally, maintaining
student focus and involvement during online lessons was emphasized as another important
difficulty in the study.
The implementation of modular instruction fostered various challenges to teachers, students, and
parents. According to the study of Dangle and Sumaoang (2020), the main challenges that
emerged were the 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. Hence, it is evident that struggles are associated with the use of modular distance
learning.
Moreover, public school teachers admitted that they are strangers in terms of the current situation
of the Philippine educational system. They are “pedagogical and content knowledge experts” in
face-to-face classes, but the COVID-19 outbreak in the Philippines compelled all educational
institutions to change the mode of learning from face-to-face to online (Hew et al., 2020). The
study of Castroverde and Acala (2021) also showed that teachers were challenged with late
submission of outputs and incomplete answers on response sheets.
Accordingly, even teachers who had more exposure to online and remote teaching were having
difficulty teaching in the new normal because no one prepared them for these unprecedented
times (Hew et al., 2020). Toquero and Talidong (2020) stressed that teachers are not fully
prepared to teach in the new normal. The rapid change from face-to-face teaching to new
learning modalities is a huge challenge for policymakers, educators, and teachers. Additionally,
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mpowerme Manuel S. Enverga University Foundation Catanauan Inc.
xcellence Catanauan, Quezon

the new pedagogical trends caused anxiety and fear about how to teach students in the new
normal (Yorgancioglu, 2020).
Furthermore, according to the study by Jamon et al. (2021), public school teachers encountered
difficulties in monitoring, providing feedback, and assessing learning. These difficulties are
being addressed by the Department of Education through continuous issuance of orders and
memoranda to guide teachers.
Consequently, just recently, the Department of Education (DepEd,2020) issued DepEd Order
No. 31 s. 2020 as a guide in assessing and grading learners in light of the COVID-19 pandemic.
Despite the clear and specific guidelines provided in the order, teachers still face challenges with
monitoring, providing feedback, and assessing student learning due to various gaps, such as
communication, technology, and students’ socioeconomic status.
In addition, the study by Balaza et al. (2021) indicates that challenges faced by private school
teachers were more evident during synchronous classes, as the teaching-learning process was
often disrupted. Tracking students’ progress through the collection of their work and
participation in online discussions posed additional challenges for private school educators.
Lastly, Manalo (2020) mentioned that one of the problems encountered by private school
teachers is financial constraints that hamper the preparation for online distance learning. There
are specific requirements for mobile phones, laptops, desktops, and other gadgets, and acquiring
these devices requires financial resources. Moreover, teachers often lack the appropriate devices
to facilitate online distance learning due to budget limitations. Instruction-related challenges in
online distance learning are rooted in financial difficulties.
Suggestions of Both Public and Private School Teachers to Solve the Problems Encountered.
In the recent study by Manalo (2020), it is emphasized that teachers should formulate appropriate
plans and implement adequate strategies to meet the demands of the teaching and learning
process in the new normal. They must cultivate a growth mindset towards the situation,
embracing changes, and exploring possibilities by stepping out of their comfort zones. In fact,
teachers need to adapt to various situations to ensure continuous learning for all children,
whether in private or public schools.
Most private school teachers, as identified in Manalo's (2020) study, believe that preparing the
necessary devices and tools for teaching in the new normal is crucial for resolving the challenges
they face. According to Brown (2020), effective command of distance learning requires a range
of equipment, including computers, laptops, webcams, and internet modems. Despite the
challenges, fear accompanies teachers as they embrace technology, instilling a sense of
responsibility to adapt and explore its integration into their pedagogy while maintaining
professional functions (Lie, 2020).
Moreover, teachers modify activities to suit learners' needs, crafting activities aligned with the
most essential learning competencies. In Agayon's (2022) study, public school teachers suggest
that in the absence of available modules, teachers can create simple activity sheets aligned with
subject competencies. This showcases the flexibility and creativity of Filipino teachers.
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ducation
mpowerme Manuel S. Enverga University Foundation Catanauan Inc.
xcellence Catanauan, Quezon

Guiamalon et al. (2021) further advocate that teachers should develop appropriate strategies and
continue to apply adequate measures to meet the requirements of new normal education, such as
creating their own modules or activities when necessary.

Possible Training Program to Develop to Enhance Both Private and Public School Teacher’s
Pedagogy in Utilizing New Modalities.
Pedagogy, pronounced “peh-duh-gow-jee,” is a term that refers to the method of how teachers
teach, in theory and in practice. According to Shirke (2021), pedagogy is a way of teaching
students, whether it is the theory or practice of educating, and it represents a relationship
between the culture and techniques of learning. In order to help students build on prior learning,
meaningful classroom relationships must exist. Therefore, there are several small pedagogical
adjustments that educators can make to improve student engagement and persistence, and one
crucial aspect to enhance is the teacher’s pedagogy in utilizing new modalities.
The Seminar Workshop on the Different Assessment Tools This New Normal was the focus of
the study by Paramita and Effendy (2023). The workshop can be conducted online via Zoom and
aims to provide solutions for educators and administrators on utilizing pedagogy for new
learning modalities. In this context, teachers will be provided with a variety of assessment tools
that they can use or adapt. Moreover, teachers participate as learners themselves in
understanding and mastering these assessment tools, enabling them to effectively utilize them in
their teaching practices.
The Knowledge Channel (2020) launched ‘The Knowledge Channel Training in the New Normal
(KCTINN),’ an intensive training on how to use and maximize video lessons as key learning
tools in the new normal. This initiative aims to create and foster positive learning experiences
even without face-to-face interactions, encouraging parental support in assisted instruction.
Another valuable training program for teachers is the Seminar Workshop on Monitoring
Students, as highlighted by Cotton (2021). Teachers' monitoring of students' learning progress
and academic performance, especially in the new normal, would ideally benefit from thorough
training in monitoring techniques and highly skilled class monitoring practices.