Exploring Perspectives of Parents, Teachers, and Learners in Implementing Modular Instruction Amidst the COVID-19 Pandemic: A Case Study in the Philippine Basic Education

Abstract

The education sector experienced changes during the pandemic, leading to the exploration and adoption of various distance learning modalities to address unprecedented challenges. Among these, modular instruction was implemented due to the Philippine educational system’s lack of readiness for full online learning. However, this instructional approach has not been without challenges, impacting teachers, parents, and learners. This study aims to assess the practices associated with implementing modular instruction at a Philippine public elementary school, employing a descriptive-quantitative research design and involving teachers, parents, and learners as key respondents. Utilizing a stratified sampling survey method, the research findings reveal differences in perspectives across groups, highlighting disparities in views on the effectiveness of teaching lessons, the reliability of assessment results, and the distribution, retrieval, and feedback mechanisms related to learners' performance. The results highlight diverse contributing factors shaping teachers' perspectives as implementers, parents as home tutors, and learners as active recipients of knowledge, providing valuable insights into the nature of modular instruction and its impact on different stakeholders within the educational ecosystem.