Vol.

20, 2021

A new decade
for social changes

ISSN 2668-7798

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 Technium Social Sciences Journal
Vol. 20, 263-274, June, 2021
ISSN: 2668-7798
www.techniumscience.com

Grappling with the learning modules: Experience of Public

Elementary Pupils Attending English Written Modular
Classes

Gladys L. Panganiban1, Dennis V. Madrigal2

12
University of Negros Occidental-Recoletos, Bacolod City, Philippines

panganibangladys37@gmail.com1, dennis_madrigal@yahoo.com2

Abstract. Modular Distance Learning is one of the educational trends brought about by the
pandemic. The recent use of this model of learning delivery has put teaching and learning into
an adjustment period. This particular challenge has been the urgent imperative to have modular
classes. It implies designing and organizing for better learning. English is the primary medium
of instruction in education, and most of the modules written in the given language posing
additional challenges and demands to school learners. Hence, this paper endeavors to investigate
the lived experiences of the pupils in answering English-written modules through a qualitative
design with a phenomenological approach. The participants of the study were eight Grade 6
pupils determined using the purposive sampling technique with some inclusion criteria. Data
were gathered through an in-depth interview and were analyzed using a recursive textual analysis
aided by Lichtman’s 3c's: coding, categorizing, and conceptualizing. The study revealed that
quality education in the locality during this time of pandemic is greatly affected by the delivery
modality, the curriculum content and standards, educational equipment and resources,
competence of parents to give assistance, and the readiness of the learners to read and learn
independently.

Keywords. Education, modular distance learning, English-written modules, phenomenological

study, Philippines

1. Introduction
Education is the key to success, progress, and development. Education of the younger
generation is essential as young people are considered the future of the nation. COVID-19
dramatically changed the economic situation and educational course both in developed and
underdeveloped countries [12]. The impossible event became possible when schools were
closed and face-to-face instructions were suspended. Almost 80% of the total population of the
enrolled students or 1.6 percent of children globally was endangered to be out-of-school youth
[36]. The lockdowns magnified the existing literacy challenges and consequently, increased the
inequity between children in advantaged or less advantaged literacy environments [14]. The first
world countries shape the minds of young people through technology while the third world
countries prioritized health care, and have difficulty balancing the different services, including
education.

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UNESCO recommended the use of distance learning programs to open educational

programs and platforms. Meanwhile, the education sector of the Philippines adopted means and
programs to address the matter and make learning alive through the use of different learning
delivery modalities .Distance learning modalities include modular distance learning, online
distance learning, and TV or radio-based instruction. The three modalities use learning modules:
modular distance learning (MDL) uses printed modules that facilitate independent learning, and
online distance learning (ODL) is sometimes called E-learning where students attend online
classes at home and work through digital lessons and assessments. The combination of printed
modules and online modalities is called blended learning. Generally, urban areas used online
learning. Rural areas used MDL where students use self-learning modules (SLMs) in print or
digital format/electronic copy—whichever is applicable in the context of the learner—and other
learning resources like Learner’s Materials, textbooks, activity sheets, study guides, and other
study materials as provided by the Department of Education. Distance learning was designed to
reduce face-to-face contact and support physical distancing while preserving the education of
millions of Filipino learners. Department of Education claimed that distance learning modality
is most viable for independent learners, and learners supported by periodic supervision of
parents or guardians [9].
Education and literacy often intermingle with each other. Whereas literacy refers to
reading and writing skills, education means the use of these skills to interpret the real world.
Consequently, it is considered the foundation of education [3]. The challenges in the educational
system may also affect the reading performances of pupils. According to the International
Literacy Association (ILA), the right to read is a basic and important human right that is hard
to realize [40].World Education has made efforts to improve literacy yet presented 250 million
children in the whole world to have insufficient literacy skills in addition to the 773 million
people who could hardly read and write [42]. Even before the pandemic, the Philippines has
been low performing in reading, among the countries and economies which participated in
Programme for International Student Assessment (PISA) in 2018. Results revealed that more
than 80% of students in the Philippines did not reach the minimum proficiency level in reading
[37]. It also implied that socio-economically advantaged students performed better than
disadvantaged students in reading [32]. PISA results also reflected the learners’ performance in
the National Achievement Test.
The quality of the educational system in the Philippines was even worsened by the
pandemic. Since face-to-face was prohibited and education was already in every Filipino’s
home, parents served as teachers’ co-workers in the education industry [6]. Teachers’
professional help in the actual teaching was limited and parents played the vital role as home
facilitators. Parents who have higher educational attainment which correlates with the family
income can provide the pupils with technological equipment and have the capacity to assist
them in learning [25]. Consequently, parents who lack the academic knowledge to guide their
children and to teach kids complex lessons are challenges in today’s educational situations
[39].Same with some other countries, children were able to access distance learning materials
but some do not have well-educated parents to help them[14].
Education is highly affected by the COVID-19 pandemic [41]. With the 2018 PISA
result in the background and the new normal situation where learners are left on their own to
learn at their own pace, several challenges and issues may arise to exacerbate the situation.
According to Dantic [7], learners who are not capable of independent learning would be a
challenge to education in the new normal situation. Hence, the purpose of this study is to explore
the circumstances of modular distance learning and to investigate the lived experience of the
grade 6 elementary pupils in interacting with the English written modules in a rural area.

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Specifically, it intends to describe the perceptions of the pupils to modular distance learning;
its advantages and disadvantages, and the strategies used by the learners to cope with MDL.

2. Method
This study employed a qualitative research design using the phenomenological strategy
to explain the experiences of the Elementary Pupils from a rural area. Qualitative research is an
effort to understand observable but immeasurable information [26] such as experiences of the
people. The phenomenological methodology is a type of the qualitative research model [44]and
is an approach [17], used not only to know but also to understand the lived experiences of human
beings through conscious logical interpretation and meaning-making [33].Edmund Husserl
(1859–1938), is a philosopher who instituted the discipline of phenomenology and described
the experience to entail consciousness or intentionality of thought, perception, memory,
imagination, and emotion on a specific event or situation [35]. It is relevant and appropriate to
be utilized to describe the phenomena of the elementary pupils in answering English written
modules.
The participants for this qualitative inquiry were the Grade 6 pupils determined by using
the purposive criterion sampling technique. Purposive sampling also called judgment sampling
[31], is a type of non-probability sampling with the main objective which is to produce a sample
that can be a rational representative of the population [13] based on the professional judgment
of the researcher. In this study, purposive sampling was used to identify sample participants
who were intentionally selected based on the following inclusion criteria: They are elementary
school pupils from a rural area; the school homogeneously used modular distance learning
modality; they are Grade 6 pupils; and, they have parents who had never taken or finished
tertiary level of education. They were chosen from the rural area especially that most pupils in
the remote areas of the district have not yet mastered the second language. Without the teachers,
the children looked upon their parents for help but are expected to hardly perform in the English
language.
In gathering the data, the researcher used in-depth interviews, one of the qualitative
methods usually done through a face-to-face conversation between a researcher and a
participant. In an in-depth interview, words and questions are not predetermined and are less
formally structured in order to gather complex information with a higher quantity of opinion-
based information [1]. Since the participants are children, this helped them loosen up and freely
answer the questions.
Before the interview, the researcher sought the parents’ consent and the participant’s
assent. Upon agreement, the schedule was set for the conduct of the interview. The researcher
used the one-on-one style with semi-structured questions format to gather necessary
information. With the existence of COVID 19 Pandemic, the researcher observed health
protocols such as wearing of face mask and face shield and maintained a 1-meter physical
distance with the participant to ensure safety and protection. The researcher discussed with the
participant some common experiences during the pandemic to build rapport. Guided by the
interview protocol, the researcher explained the purpose of the research, (content,
confidentiality, duration, consent, and recording methods), and the use of the data before
starting the interview. The interview commenced with the first main question followed by
probing questions to clarify points and to extract more information from the participant. During
the interview, non-verbal clues that added meaning or reinforced the participant’s responses
were observed and noted. The saturation point, that is when participants provide the same
answers to the same questions even they are rephrased, was reached with the 5th and 6th

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participants. Every participant was debriefed after reaching the saturation point. Hence, the
researcher ended the interview with the 6th participant.
The gathered data were analyzed through recursive textual data analysis guided by the
three C’s of Lichtman [21]—coding, categorizing, and conceptualizing. Thorough reading and
re-reading were done in analyzing the codes, finding relationships, dividing the codes or
grouping them into several categories, and forming concepts from the given categories known
as themes.

3. Results

The findings of the study revealed that Modular Distance Learning (MDL) is beneficial to the
participants but demands fundamental learning resources for quality learning.

3.1 Modular Distance Learning (MDL) protects learners in studying at home.

3.1.1. Safety of Learners. Amidst the threat of the COVID-19 Virus, the learners feel
secured and safe inside their homes. They are not allowed to go out and only their
parents go to get and submit the modules. With the fear of the virus, pupils adhere to
the implementation of physical distancing and obey their parents in staying home in
order not to get in contact with the virus.
“I am far from COVID, because I stay home.”
“I obey my parents and do not go out so I could not get COVID.”

3.1.2. Continuous Education. Education means going to school and attending classes
with teachers. During the lockdowns and quarantine periods, schools were also closed
and learners were not allowed to go to school to study. Pupils found modular distance
learning beneficial because they were able to continue their studies even they just stay
home and schools were closed.
“I am happy because I have continued with my studies.”
“Even there’s pandemic, I could still graduate.”

3.1.3. Homeschooling. Modular Distance Learning secured the learners to the comfort
of their houses and pupils literally perceived modular classes as studying inside the four
corners of their homes and not in school. It served as their classroom where their siblings
are their classmates and their parents are their teachers. They no longer went out or ride
a vehicle and spent some money on transportation. Parents took the modules from the
distribution area assigned by the school every Monday and returned them every Friday.
The learners have 4 days to answer the modules at the comfort of their homes and with
the help of their parents or older siblings. Children find the situation enjoyable and
productive as they have time to play with their siblings at the same time help their
parents.
“Modular class is a home schooling where Mama and Papa are my teachers and
my siblings are my classmates.”
”We have more time with the family and it is fun because I can play with my
siblings. It’s good that I could help my parents do some household chores.”

3.2 Modular Distance Learning demands fundamental educational resources

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As MDL provides the pupils with convenience, the participants somehow

experienced several challenges in answering the modules.

3.2.1. Fluency in the foreign language. Participants are multilingual and most of them
speak 2 dialects, a national and an international language. For the reason that they live
at the border of province; the participants know, understand, and speak the language of
their native town and at the same time, the language of the next town or province. The
international language, specifically English, is introduced in the third grade; hence, the
participants were minimally exposed to it. Hence, pupils learned limited vocabulary
about the given language which generally hindered them to successfully understand, and
answer the questions in the modules. Pupils also experienced difficulty in expressing
their thought through writing using the English language. They struggle with
vocabulary, mechanics of writing and the appropriate use of words in order to express
their thoughts and ideas. In addition, pupils revealed that they find narrative text
understandable than scientific text. Most said that it is easier to read and answer
narrative texts. Texts in Science and Math are often difficult for them to interpret.
“I don’t know how to write “
“I don’t know what words to use in writing.”
“I can’t understand some of the words in English.”
“I don’t know how to write an explanation.”
“I am not sure of the spelling of the words.”
“I don’t know how to organize ideas.”
“It is hard to understand science and math because there are no stories there.”

3.2. 2. Appropriate learning tools. The participants find textbooks helpful in MDL as it
provides the answers to some questions in the module. These textbooks referred to the
textbooks of the previous grade level which they kept custody and were not able to
return to school because of the pandemic. These textbooks in grade 5 became the only
reference material, especially to those who do not have any gadget to be used for
research.
“It’s very nice to have books.”
“I wish the school will give us books to study.”

Only 3 of the 6 pupils have android phones in the family which were generally
owned by the parents and not by the pupil. Out of the 3, only 1 has a good internet
connection. In some way, pupils were resourceful to ask for help from their parents and
to seek answers from supplementary materials or books. They also learned to use the
cell phone for research and some other educational purposes.
“I don’t have a cell phone.”
“…no signal here, you could not research.”

Another struggle that pupil experienced is the insufficient time and space to
answer the modules. Family members are active during the day and pupils were
distracted when studying; they resorted to studying at night after household chores were
done. Common features of the household of the participants were characterized by
having a single room as living room, dining room, and kitchen. There has been no
enough and comfortable space to study especially during the day. Studying at night also
provided the pupils a quiet and peaceful venue for studying since family members were

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resting and tables and chairs or the living room in the house are no longer in use.
Furthermore, pupils complained about many activities and performance tasks in the
module, urging them to study late at night. The great number of activities in each
modules emerged to be one of the main problems of the students in the implementation
of the MDL.
“I study at night…, because there’s no place for me to study.”
“I can’t concentrate when studying during the day.”
“There are so many tasks to accomplish…so stressful.”
“It is so stressful to study and stay up late at night.”

3.2.3. Necessity of expert’s assistance. Pupils sought help for the explanation of some
texts in the modules from their parents for understanding, but most of the time, their
parents cannot explain or translate the English words to Hiligaynon. Pupils accentuate
that they needed a teacher to guide them with the performance tasks and to explain the
questions or to translate the difficult English words into the vernacular for easy
understanding. They were eager to find out the correct answers and the correctness or
accuracy in doing the tasks. The absence of expert parents or assistance of the teachers
made them feel uncertain of their performance and they cannot guarantee if they were
learning from MDL. Hence, feedback from experts is needed to guide and facilitate
learning.
“I need a teacher to explain the lesson.”
“I want the teacher to guide me with what to do.”
“I’m not sure if what I understood is correct. It’s different to have a teacher.”
“…It’s really nice to have a teacher, because I don’t know if I learned.”

3.3 Pupils employed varied Strategies to survive MDL

3.3.1. Seeking and gaining assistance. In modular classes, answer key is given at the
last page of the module but pupils considered it unreliable, since some answers given
were not correct. In order to cope with some difficulties, they sought help from their
parents or any other competent others in the family. Usually parents couldn’t answer
correctly so they resorted to the use of a cell phone for research purposes.
“I asked ‘nanay’ (mother) to explain.”
“I asked my older siblings for help.”

3.3.2. Doing the obvious. Pupils claimed that there are many activities and performance
tasks provided in the modules. As they generally study at night time, the limited hours
during the night do not give them time to accomplish the tasks as they assert that they
don’t have enough time to answer and perform them. To deal with this situation, most
pupils copied the key answers in the last page even they knew that those were
undependable.
“I copied the answers in the answers’ key.”

3.3.3. Minimum effort. The LDM learning modules provided an answers’ key at the last
pages. Generally, answers presented in the modules were only for objective type
questions and leave essay questions for varied answers. In answering the essay type
questions, the pupils would commonly try to answer it with two or several words or a
sentence only. On the other hand, when they find the question too difficult to answer,

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they just left the space blank, skipped the item, and moved to the next task in order to
finish the modules.
“I did not accomplish some difficult tasks.”
“I answered essays with 3 or few words.”
I skipped difficult tasks and continued until the last page.

4. Discussion
Amidst the pandemic, students are hopeful to graduate and fulfill their dreams. They are
optimistic for a brighter future and hope to get back to the classroom for face-to-face instruction.
Their dreams keep them going and comply with the requirements of the grade and in order to
pass the level.
Modular Distance Learning (MDL) is beneficial to the participants as it allows them to
continue with education and learn in the comfort and safety of their homes. The school restricted
the conduct of physical or face-to-face large gatherings and activities that require close contact
such as school activities, flag ceremony, field trips, etc. [10]. Classes retreated to the learners’
homes which provided protection and safety against the virus. Participants feared the virus and
staying at home made them feel protected. The Department of Education Culture and Sports,
memo 216 s. 1997 stated that homeschooling is designed to provide an alternative learning
system (ALS) for uneducated children who for some reason or for other circumstances cannot
avail of the formal educational system [22]. LDM is relative to homeschooling as they shared
almost common features. The parents played the roles of the teacher who must be competent
and trained for the program. On the other hand, MDL provided the family great time together
especially among siblings during the day. This is beneficial to children since they have plenty
of time spent with their family where they could play and help in home chores. However, the
results of the study implied that learning is not given much focus during the day. In the formal
instruction, students spend 6-8 hours studying different subjects, with LDM at home, the
participants generally study at night, spending only a few hours studying the modules. In
addition, less skilled and untrained parents in LDM left their kids to learn alone or just gave
minimum guidance or contribution to the pupils’ progress.
Modular Distance Learning demands fundamental learning resources such as language
skills and proficiency, appropriate supplementary materials and equipment, and professional
assistance in order to achieve a meaningful and effective learning experience.
In the Philippines, English is the language of instruction, and out of 8 subjects in Grade
6; 3 were written in Filipino, and 5 were written in English. In the primary years of education,
English is being taught as a second language in Grade I and is being used as a language of
instruction in English, Mathematics, Science, and Health starting Grade 3 [11].
Learners in most rural areas found the English language difficult for they were not able
to build a large vocabulary of the English language. They are learning if not studying multiple
languages. At home, pupils use their mother tongue to communicate with family members. In
addition, pupils are also exposed to another language from the neighboring town or province.
Pupils’ strong knowledge of their native language contradicting the English language used at
school can hamper mastery or competence in a single language and can create disorientation,
confusion, and misunderstanding [24]. Consequently, pupils asked for the translation of most
English words in the module in order to understand and comprehend the ideas presented. Poor
vocabulary can also cause difficulty in reading and understanding scientific texts. Research
suggests that narratives are easier to comprehend and audiences find them more engaging than
scientific texts [5] and it is necessary for the learners to master the intermediate literacy skills
in order to understand texts in the discipline [28].

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Knowing only a few words hamper the comprehension and communication processes
either spoken or written. In foreign languages, limited vocabulary created a gap between what
one wanted to express and what he can express [20]. Along with limited vocabulary, pupils
were not yet able to develop necessary writing skills. Writing difficulties characterized with
little knowledge about effective strategies in writing; less language skill; substantial difficulty
with spelling; shorter, less organized, and less coherent paragraphs; many errors in grammar
and spelling; and, low overall quality [23] were true to the participants. Worst, participants do
not write paragraphs, most of the time they only write few words, not even a sentence, to answer
essay questions. Communication through writing is dependent on the adequate vocabulary of
the learner, and an essential skill to improve reading performance [27] and writing quality [43].
Learning during the pandemic is greatly different from the past normal learning
situations. Children were used to ample learning resources provided by the school and the
comfort of studying and learning inside the classroom at the most appropriate time of the day.
The pandemic has brought them away from interactive educational tools such as books and
libraries, equipment and laboratories; desks and classrooms, performances, events, and school
fairs which are facilitative of meaningful and effective learning and wholesome human
development.
Pupils need primary educational resources such as textbooks to supplement the modules.
Textbooks are also good sources of knowledge since it is more comprehensive than the
modules. They are informative, educational, and comprehensively deal with the particular
subject according to the standards and requirements of the state [29].On the other hand; the
textbooks used by the pupils are one level behind their grade level. Even these are not
appropriate to their grade level still, they found this very helpful. They believed that textbooks
could help them learn more and, that they are good supplementary materials to learn in MDL.
Internet connection is the modern tool to be productive. In the Philippines only 55% of
the Filipinos have access to the internet; the remaining 45% of the citizens lived in the
unsupplied or undersupplied communities [4] in the rural areas. This problem is faced by the
learners as they struggled with poor or no internet connection. Somehow, gadgets like android
phones have the capacity to provide learners the knowledge they sought. Some who have
phones realized its other function in researching for answers to the questions or performance
tasks in the modules.
Participants live in a rural area which is characterized by poor to medium-income
families with parents who mostly were not able to achieve any degree. Parents were supportive
of the educational system but could hardly provide the children with the needed knowledge and
ideas. Correlatively, learners aspired for the proficient services of a teacher in a learner-centered
classroom. Children displayed an eagerness to learn and they needed a teacher who acts as the
facilitator of this endeavor [34]. The specific teaching actions and strategies used by the teachers
can help learners in the maximum engagement in active intellectual processes, meaningful
collaboration with other students, effective reasoning, and focused learning [16]. Some of the
things the learners sought in MDL are the teacher’s translation of the English words;
explanation of the instructions; guidance in doing tasks and performances; and, feedback about
their learning performance. In the classroom, instruction teachers could immediately give
feedback about students’ answers during the discussion and this could give them the idea of
their learning progress. The MDL learners significantly need feedback. Feedback is a very
important part of effective learning; it facilitates understanding of the subject and gives learners
a clear guide on how to improve learning.
Intolerable difficulties in MDL experienced by the participants against their willingness
to finish an educational level forced them to use ineffective learning strategies in order to

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comply with the requirements in the modules. Modules contain many activities and
performance tasks and students struggle with independent learning as they experienced many
distractions in studying [6]. Lack of a good and comfortable place to study during the day forced
them to study at night spending several hours awake doing the modules. Grade 6 pupils
generally age from 6-12 years old should have 9-12 hours of sleep during the night [18][38].As
participants clamor for a number of performance tasks to be done in the module, sleeping late
at night alleviated their stress. Lack of sleep can overtire the brain which made the pupils hard
to focus and negatively affect their learning performance [15]. Parents’ supervision of the
children’s activities at night and control over their sleep hours is necessary in order for the kids
to maintain healthy wellbeing to support effective learning.
Modular instruction is a teaching approach that facilitates independent learning of
everything in the module at pupils’ own effort and pace [2]. As children were mostly left on
their own, they sometimes felt bored or could no longer bear the difficulty of the questions in
the module. When they lost their patience and wished to finish the tasks immediately, they
resorted to an easy way of accomplishing the module and, that is, through copying the answers
of the different activities from the answer’s key at the last pages. This situation happens when
pupils work under pressure due to the time constraint of the deadline [19]. This practice of
answering the modules deprived the kids of reading, understanding, and developing critical
thinking processes. Copying which mostly happens in written homework, and which is also
similar to module copying, is a severe national problem [30]. Same with examinations, cheating
defeats the purpose of answering the questions stipulated in the revised Bloom’s taxonomy by
Anderson [8].
Skipping essay questions implies several issues about the learner. The main reason why
the participants skipped essay questions is their limited vocabulary and writing skills which is
associated by their lack of understanding of the question. Pupils failed to develop language and
communications skills specifically in writing as reflected in the formative and summative
assessment tasks which are contributory to their scores and grade in the subject. Writing is also
challenging for learners who have less English vocabulary and difficulty in reading and spelling.
Skipping essay questions or answering them with words or a sentence only show that pupils do
not know or were not able to learn and master the writing mechanics such as grammar and
spelling, use of punctuation marks, sentence combination, and elements of the paragraphs.
Elementary Education is a foundation stage where learners have to develop strong writing skills,
and valuable learning tools for effective and efficient self-expression and communication.

5. Conclusion
Modular Distance Learning ensures the health, safety, and well-being of the learners as
they continue with education in the time of COVID-19. Along with the benefits of the program
come the challenges especially with low-income families in the rural areas. The lived
experiences of the pupils in Modular Distance Learning (MDL) from this area are complex and
demanding. Pupils fall short with vocabulary and needed to develop language fluency and
proficiency to understand and to express themselves in both oral and written processes. They
struggle to answer the learning modules because of a language problem, scarcity of
supplementary materials and resources, and the absence of a competent person to guide them.
Hence, quality education in the locality during this time of pandemic is greatly affected by the
delivery modality, the curriculum content and standards, educational equipment and resources,
competence of parents to give assistance, and the readiness of the learners to read and learn
independently.

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