Let me start this presentation by answering the grand tour question WHAT IS THE

PROBLEM? WHERE AND WHEN DID YOU OBSERVE IT?

At the beginning of the school year 2020-2021, Distance Learning is the most feasible
modality to utilize for the continuity of education. In the Philippines Modular Distance Learning
were utilize by the public schools in anticipating and considering that not all students and
teachers in Public Schools had a stable internet connections and this was aligned to the
statement by the Department of Education, 2020. Modular distance learning is currently used by
all public schools because learning through printed modules seen as the most preferred distance
learning method of parents with children who are enrolled this academic year. But upon the
implementation of modular distance learning there was several challenges experienced by the
school administration, teachers, students, parents and baranggay officer in disseminating
modules for the students. But this research proposal focusing the encountered challenges by the
teachers specifically the Social Studies teachers in their pedagogy in facilitating modular
distance learning. In the delivery of instructions (on how they communicate and give instruction
to their students regarding modules) and the delivery of assessment (on how they assess the
students learning progress on the modules).

According to Estrada 2021. Modular learning approach is hanging by a thread it seems to be

flawed from the start of its implementation and it will support by the compiled literature and
studies and it was arranged by thematic procedure.

The following themes that I will present will answer the question, WHAT DO WE KNOW
ABOUT THE PROBLEM?

As the year 2020 passed by According to the UNICEF REPORT 2021, this academic year is the
biggest burden put on the teachers shoulders. They are in a situation where they are unprepared
and without proper support in guiding students concerns about the modules. Guidelines and
criteria imposed by the institutions are not sufficient to deal with situation effectively.

1. Challenges in the Implementation of Modular Distance Learning

According to Labrado (2020) During the initial implementation of modular distance

learning in Naga City based on his actual observation and valid experiences of the teachers,
there are problems in the segregation and distribution of self-learning modules where teachers
can not directly deliver the modules to the students, it seen as hindrances for teachers to deliver
the instructions and giving grades to the students because in the first place there’s no module
delivered to the students. Also this sudden adjustment from face-to-face classes to Modular
Distance Learning with very limited engagement among learners lessen the enthusiasm of the
learners. And this was fully supported of Musingafi sudy in 2015. He accentuated that modular approach
becomes an endless stream of paper works for both students and teachers with no way of knowing its
effectiveness. Because of this students work are not quite good in quality because they are bombarded of
paper works in the modules also teachers hard to give response immediately to the concerns of the students
because of instructional related challenges.

2. Teachers' Experiences in Modular Distance Learning

According to the study Dangle and Sumaoang (2020) Teachers are struggling to
deliver their planned lessons, instructions and assessment due to the lack of direct interaction
with their students in modular distance learning and this challenges contributed negatively to teacher’s
teaching because students would find it difficult to move on to the new content without finishing the first activity
and teachers’ are delayed or lack of study materials to provide for students. Another challenges stated is the
lack of students support services in areas of guidance about to the content of the modules and inadequate
academic support and administrative services.
 Moreover, based from the experiences of Pangasinan Educators and reported by The
Manila Times (2020). The errors seen in the modules are also contributing factors to build
confusions for the students about to the content of the modules. Also the expenses of
reproducing and distributing the modules which exhaust the funds of public schools and this
forcing teachers to dip into their own pockets to provide the materials for their students.

Lastly based form the study of Lederman (2020). The complexity of conducting
assessment also adds up to the problems experienced by the teachers during the modular
distance learning. These experiences showed the reality of how teachers adjust their
expectations for both the amount of their performance and quality of students’ work.

3. Disadvantages of Modular Distance Learning

Despite of the fact that modular distance learning is one of the highly convenient modality
for the continuity of education there are still challenges that hinder its smooth and seamless
implementation resulting to its disadvantage.

According to Cross (2020) showed the three categories of challenges encountered by the
teachers, students and parents which are: (1) Situational related challenges, which refers to the
job and home responsibility of students that reduces time for studying, (2) Instructional related
challenges, this refers to the ineffective and delayed feedback of student’s assignment and
examination and (3) Institutional related challenges, which is related to the problems of the
delayed or lack of study materials, especially the modules this is the duty of educational
institutions particularly the DepEd.

Apropos to this, Chin (2020) provided a list of problems encountered by students and
teachers after the opening of classes. These problems include, , (1) Technical element, which
involves the availability of devices both for students and teachers, (2) Self-learning module's
reliability, its content should meet the standard learning capacity of students, (3) Sense of
authority, the luxury of being less pressured, parents become teachers but do not see to be as
one, (4) Focus and concentration, students tend to divert their attention instead of focusing on
their homeschooling, (5) Parent's/Guardian's educational background, the reality that not all
parents are well equipped with proper education to guide their children’s.

Lastly, an article published by Helpline.ph lists down the disadvantages of modular

distance learning. It is revealed that most students do their modules for formality purpose and
there are cases wherein parents hire tutors for their children that will answer all the activities in
the module.

Next interesting question that will be answer is WHAT IS THE GAPS IN KNOWLEDGE?

With the review of related literature and studies that the researchers compiled it proves
that there are increasing number of problems and concerns by the teachers in facilitating
modular distance learning, proof of this are the aforementioned themes. But upon seeking
related literature by the researchers there is no specific conducted study or published article
focusing the encountered challenges by the Social Studies Teachers in facilitating modular
distance learning. Since they played the pivotal role in developing students sense of identity, and
influencing the ways in which they understand, participate and contribute to local, and global
communities. With that, this research will fill this gap by conducting this research proposal with
the approval of the panelist and research professor and also by answering Research Problems.

This study aims to determine the challenges that the Social Studies Teachers encountered
through modular distance learning.

The following are the questions to be answered in connection to the study.

1. What is the general profile of the respondents in terms of:

  Age

 Location

 Years of Service

2. What are the encountered challenges by the respondents in the delivery of instruction and
assessment through modular distance learning?

3. Is there an intervention on the part of the respondents? if there is, what is the Intervention
made by the respondents?

4. What are the implications of the study in social studies education?

And the follow up question for this HOW WILL YOU EXECUTE YOUR STUDY TO FILL
THIS GAP?

Conceptual Framework

This question will be answer by the conceptual framework. The researchers come up with
this conceptual framework which depicts the flow of the study in which is aligned in Research
problems. This includes by knowing the general profile of the respondents in terms of age,
location and years of service and it will be sorted. Followed by the challenges they encountered
with the implementation of modular distance learning particularly delivery of instruction and the
delivery of assessment. Next is to enumerate the respondent’s intervention to the challenges
they encountered and lastly the implication of this study on social studies education.

If you were asking, HOW WOULD YOU GET THE NECCESSARY DATA?

The Methods implied in this proposed research will answer that question.

Research Design

Where the researchers will be used a quantitative-descriptive research design that seeks
to collect quantifiable information for statistical analysis of the respondents’ response to the
problems. Through this design the researchers will quantitatively-described the encountered
problems by the teachers facilitated modular distance learning.

Sampling and Participants

And the Target participants of this study is the Social Studies Teachers in Tarlac National
High School and Tarlac National High School-Annex of 1st and 2nd Quarter of Academic Year
2020-2021. The respondents of the study are from public school of Tarlac City facilitated
Modular distance learning since most of the students are preferred this type of modality in Tarlac
city. 30 Socal Studeis Teachers from Main and 10 Social Studies Teachers for TNHS-Annex with
the total of 40 Social Studies Teacher. They will be categorized base on their general profile from
their age, location, and year of service. Withal, The sampling method will utilize by the
researchers is Slovin’s Formula where to determine the sample population the total population
must be divided to the denominator of this formula. ‘

Instrument

On the other hand, for the collection of answer to the research problems. The instrument
that will be used in data gathering is a checklist-questionnaire tailored in the study of Dangle and
Sumaoang (2020), and the study of Lapada et al., (2020). The instrument was divided into 4
parts four (4) parts: (1) collecting information about the demographic profile of respondents, (2)
teacher’s experience in the delivery of instruction in modular distance learning, (3) teacher’s
experiences in delivering assessment through modular distance learning, and (4) an open-ended
question to identify the intervention made by the teacher with regards to the problems they
encountered.

Questionnaire

The survey-questionnaire includes the demographic profile of respondents these

include their name, sex, location or address and the years of service. The second part of the
survey-questionnaire consist fifteen (15) statements that will determine the problems
encountered by the respondents in modular distance learning. The fifteen (15) statements were
classified into two (2) parts, the first part contains seven (7) statements that were classified to
identify the problems particularly in the delivery of instructions while the other part consists
eight (8) statements that were classified to identify the problems focusing on the delivery of
assessment. The statements were patterned from the instrument used in the study of Dangle
and Sumaoang (2020), and the study of Lapada et al., (2020) and there was some minimal
alterations made by the researchers. The questionnaire can only be answered by a yes or no.
The respondents will check the box that corresponds to their answer Yes, if the respondent
agrees to the statement, and No if the respondents disagree to the statement. Lastly, there is
an open-ended question in the survey will determine if there is an intervention made by the
respondents and if there is, the respondents are freely to discuss and enumerate what
intervention they did n in facing the problem.

Data Analysis

And to analyze the data, The statistical treatment that suits on this study is to get the
mode. Here is the formula in getting the mode. It is necessary to compute for the mode to
distinguish how frequent a response is chosen by the participants. Thus, researchers need to get
the frequency of each variable to find out if the demographic profile of the participants affect
their response on the given survey.

All of the comments and recommendations from the panelist will be all accommodated for
the betterment of this proposed research. Thank you!

Significance of the Study

We will now move forward to the Significance of the Study where, the outcome of
this study has a great impact to a lot of people. For Curriculum Developers, School Administrator,
to the Teachers, to the Students, Future Researchers,

The result of this study will serve as a foundations that help them to assessed and formulate
alternative solutions and support mechanism from the challenges encountered by the teacher
under the new normal delivery of education.

Scope and Limitations

The scope of this study is to determine the challenges encountered by Social

Studies Teachers of Tarlac National High School (Main and Annex) in Tarlac City from the school
year 2020-2021, 1st and 2nd Quarter. Likewise, interventions by the respondents as a pioneer
support system on teaching under the new normal education. Furthermore, this study only
focuses on the challenges experienced by the educators in modular distance learning. All
gathered related literature and studies such as Modular Distance learning, online distance
learning, tv/radio based instruction and other specialization are used in this study as long as it
was related and support the argument and findings of this research to make it more valid and
reliable. This study doesn’t include all the teachers in Tarlac City and Tarlac Province it only
focus on Social Studies Teachers in Tarlac National High School Main and Annex to limit our
participants in gathering data. Given the situation that hard conduct a face to face interaction
also the researchers anticipate the availability of all teachers in Tarlac that’s. Researchers
focused on specific school to get the data quickly
Data Gathering Procedure

This data gathering procedure shows how the researchers gather the data and preliminary
steps to conduct the study.

In order to conduct the study, the researchers will be send the request letter to the
College of Teacher Education Dean’s Office asking the permission to allow the researchers
gather all the necessary data needed and to conduct the study. After letter sent to the dean’s
office and granted the request, the researchers formulate a letter for the target respondents
which is the Social Studies Teachers of Tarlac National High School located at 29 Macabulor Dr,
San Roque, Tarlac City, Tarlac and Tarlac National High School-ANNEX located at 65 Molave St,
San Miguel, Tarlac City, Tarlac, Academic Year 2020-2021 who underwent modular distance
learning.

After formulating the request letter for the respondents, the researchers will be send the
letter via Gmail to furnish the list of Social Studies Teachers on Araling Panlipunan Department.
The request letter is addressed to the principal and head teacher and the letter stated that all
the data they will give will be kept confidentially in accordance with R.A 10173 otherwise known
as the Data Privacy Act. After the request letter will granted the researchers will arrange the list
of social studies teachers and formulate an inform consent as a proof that the respondents are
willing to participate wholeheartedly. The researchers will be send the consent letter and
questionnaires via google forms or any platforms that possibly utilize. The data will gathered by
the researchers will be quantified, validated, and analyzed by the experts for the statistical
treatment of the study.

Potential Ethical Issues

First, honesty and integrity that applies to the used data collection methods that help to
ensure that the gathered information is accurate and relevant. Second, the informed consent
process wherein the researchers ask permission to the included stakeholders specifically the
target participants by describing what is being requested or what kind of participation is needed.
At last confidentiality, wherein the researchers ensure to respect the given information from the
participants as well as protecting their identity and sensitive information. In short, all the
gathered information or data are keep confidentially accordance with R.A. 10173 or Data privacy
act of 2012.