1 Title Page Ok

TEACHERS AND PARENTS’ EXPERIENCES AND FEEDBACKS ON THE USE
OF MODULES: BASIS FOR IMPROVED INSTRUCTIONAL MATERIALS
By
HELEN A. DELA CRUZ
A Thesis Presented to the Graduate School Faculty in Partial Fulfillment of the
Requirements for the Degree in MASTER OF ARTS IN EDUCATION
Major in Educational Administration
Notre Dame of Midsayap College

Graduate School
Midsayap, Cotabato
May 2023
2
Approval Sheet
IN PARTIAL FULFILLMENT of the requirements for the degree in MASTER OF
ARTS IN EDUCATION (MAED), this thesis entitled:
“TEACHERS AND PARENTS’ EXPERIENCES AND FEEDBACKS ON THE
USE OF MODULES: BASIS FOR IMPROVED INSTRUCTIONAL
MATERIALS”
has been prepared and submitted by HELEN A. DELA CRUZ who is hereby
recommended for Oral Examination.
EVELYN A. LOPEZ, EdD NELISA S. JOROLAN, PhD

Adviser Reader
ACCEPTED as PARTIAL FULFILLMENT of the requirements for the degree in
MASTER OF ARTS IN EDUCATION, major in Educational Administration.
MICHELLE T. VIÑA, EdD

Dean, Graduate School
APPROVED, May 2023 by the Tribunal at the Oral Examination.
HONEYLYN M. MAHINAY, EdD

Chairperson
MA. LOURDES S. CANTOR, EdD MICHELLE T. VIÑA, EdD

Member Member
3
Certificate of Authentic Authorship
I hereby declare that this submission is my work and to the best of my knowledge
it contains no materials previously published or written by another person, nor material
which to a substantial extent has been accepted for the award of any degree or diploma at
Notre Dame of Midsayap College or any other educational institution, except where due
acknowledgement is made in the thesis. Any contribution made to the research by others
with whom I have worked at NDMC or elsewhere is explicitly acknowledged in the
thesis.
I also declare that the intellectual content of this thesis is the product of my own
work, except to the extent that assistance from others in the project’s design and concept
or in style, presentation and linguistic expression where they are duly acknowledged.
HELEN A. DELA CRUZ

Researcher
4
Information about the Thesis
1. Title: TEACHERS AND PARENTS’ EXPERIENCES AND
FEEDBACKS ON THE USE OF MODULES:
BASIS FOR AN IMPROVED INSTRUCTIONAL MATERIALS
1.1 Total Number of Pages 189

1.2 Text Number of Pages: 122
2. Researcher: HELEN A. DELA CRUZ
3. Publication:
3.1 Date: May 2023
3.2 Place: Midsayap, Cotabato
3.3 Region: XII
4. Institution:
4.1 Name: Notre Dame of Midsayap College
4.2 Classification: Private/Tertiary
5. Subject Area:
5.1 Description: Teachers and Parents’ Experiences and
Feedbacks on the Use of Modules:
Basis for an Improved Instructional Materials
5.2 Degree Conferred: MASTER OF ARTS IN EDUCATION
Major: EDUCATIONAL ADMINISTRATION

5
6. Specific Locations Where Copies Can Be Found:
Library Location
6.1 NDMC Library Midsayap, Cotabato
6.2 Graduate School, NDMC Midsayap, Cotabato
6.3 Research Center, NDMC Midsayap, Cotabato
6.4 DepEd Cotabato Division Amas, Kidapawan City
6.5 CHED Region XII Koronadal City
6.6 CHED Main Office Manila, Philippines
6.7 National Library Manila, Philippines

6
Abstract
This study was conducted to determine the teachers' and parents’ experiences with and
feedback on the use of modules in terms of production, content, assessment of learners,
distribution, and retrieval. Descriptive-correlational research design was used in the
study. It described the profile of the respondents, their experiences, feedback, and
differences by selected demographic profile. The study's respondents were chosen using
complete enumeration for teachers and the purposive sampling method for parents. The
elementary teachers in the two districts generally agreed on the statement about their
experiences and feedback on the use of modules in the areas of production, content,
assessment for learners, distribution, and retrieval. Parents agreed on their experiences
and feedback on the use of modules in terms of content but they were divided on their
feedback in terms of assessment for learners. No significant difference in the experiences
of teachers and parents in terms of age, sex, educational attainment, designation/position,
and tribe. There was no significant difference in teachers' feedback on the use of modules
in four areas based on demographic profile. Parents feedback on the use of modules in the
area of content, no significant difference was noted, while for learners’ assessments in
terms of sex and educational attainment, a significant difference was registered.
Moreover, the relationships between the experiences and feedback of teachers and
parents on the use of modules in four areas are significantly related.

7
Keywords: Teachers and Parents Experiences and Feedbacks, Production, Content,
assessment for Learners, Distribution and Retrieval.
Acknowledgement
Along the journey of my studies in Master of Arts in Education, I am grateful to
the Almighty God who has been the source of knowledge, strength and courage to
surpass all hardship for the fulfillment of this challenging task. I am fortunate and
blessed to have benefitted academic support and professional guidance from very
thoughtful people. Without them, it would be impossible for me to complete the degree.
Here, I would like to take this opportunity to express many thanks to several people for
their time, effort, and love.
My appreciation to Mr. Isagani S. Dela Cruz, CESO V, Cotabato Schools
Division Superintendent, for allowing me to conduct my study;
Mr. Peter C. Clarito and Mrs. Grace C. Cano, District Supervisors of Aleosan East
and West Districts together with the school heads for their approval, concern and
encouragement for me to pursue my higher education;
Evelyn A. Lopez Ed.D., my adviser, for her encouragement, for unselfishly
sharing her vivid ideas, suggestion and her exemplary mentorship in her field of
expertise;
Nelisa S. Jorolan, Ph. D., my thesis reader, for scrutinizing every page of the
paper and for her kindness and moral support;

8
Michelle T. Viña, Ed.D., Dean of the Graduate School, Honeylyn M. Mahinay,
Ed,D. and Ma. Lourdes S. Cantor, Ed.D., my panelists, for their constructive criticism
and brilliant suggestions that led me to produce a competent and quality study;
Librado V. Lopez, Ed.D., my statistician, for the tabulation and analysis of my
data gathered;
Abdulnasser M. Nawal, my school head, for the patience, encouragement and
understanding during my thesis works and to my co-teachers and friends for their words
of wisdom;
School Heads of New Leon Elementary School and Pagangan Elementary School
Annex for allowing me to conduct my study on their area as pilot sample of my research.
My heartfelt gratitude to the elementary teachers and parents of Aleosan East and
West Districts, my respondents, for the time you shared and spent in answering the
questionnaire, without you this thesis would not be possible;
A deep appreciation is also extended to all my classmates in the Graduate School
and to all my friends, for the encouragement and great moments shared together.
My beloved parent, Tatay George and Nanay Remy, my husband Dino for the
financial and moral support;
A special thanks to the individuals who were not mentioned but shared their
knowledge, support and cheered me up whenever I felt down and discouraged.
You are the people behind this success. All credits and appreciation are yours.
9
Dedication
This book is humbly dedicated to:
Almighty God for giving me the strength and wisdom
My very supportive Tatay George
in memory of my Nanay Remegia,
my loving husband Dino,
my beloved brothers and sisters
Goerge Jr, Maricel, Christine & Emmanuel,

my nephew and nieces
Anderson Lorenz, Andrea Lorraine,
Marvin Jhon, Angeline Louilla, Joshua Jr.,
Georgina and Princess Murrielle
and in memory of my sister
Jovelyn
10
-GHAGHA
Table of Contents
PAGE
TITLE PAGE……………………………………….………………………………... 1
APPROVAL SHEET………………………………………………………………….. 2
CERTIFICATE OF AUTHENTIC 3
AUTHORSHIP…………………………………………...…
INFORMATION ABOUT THE 4
THESIS……………………………………………………..
ABSTRACT…………………………………………………………………….……. 6
ACKNOWLEDGEMENT…………………………………………………………. 7
…….
DEDICATION…………………………………………………………………...….. 9
TABLE OF CONTENTS………………………………….. 10
……………………………
LIST OF TABLES……………………………………………………………………. 18
LIST OF FIGURES……………………………………………..……………………. 48
11
CHAPTER 1
1 INTRODUCTION
STATEMENT OF THE PROBLEM…………………………….... 24

…………...
SIGNIFICANCE OF THE STUDY……………………... 25

…………………….
SCOPE AND LIMITATION……………………………………... 26

………...
DEFINITION OF TERMS…………………………………….. 26
…………..
RELATED LITERATURE………………………………... 28
………………...
12
THEORETICAL FRAMEWORK………………………….. 46
…………............
CONCEPTUAL FRAMEWORK…………………………..…... 47
…………….
TABLE OF CONTENTS - CONTINUED
HYPOTHESES……………..………………………….………………. 49
2 METHODS
RESEARCH DESIGN..……………………………………………..……. 50
13
LOCALE AND RESPONDENTS OF THE 50
STUDY………………………….…..
SAMPLING DESIGN……….…………………..……………………….. 51
INSTRUMENTATION……..……………………………………….. 51
……..
VALIDITY AND RELIABILITY…………………………….……... 52
………...
DATA GATHERING PROCEDURE...…………………..…………... 52
………...
STATISTICAL TOOLS AND TREATMENT OF DATA……..…….. 53
……………….
3
RESULTS
14
PROFILE OF THE RESPONDENTS ……………………………….……. 54

…...
EXPERIENCES OF TEACHERS ON THE USE OF MODULES IN

TERMS OF
PRODUCTION, CONTENT, ASSESSMENT FOR LEARNERS, AND
DISTRIBUTION AND RETRIEVAL…………….……………….
…………
58

TERMS OF
PRODUCTION…………..……………………………………….…
58

TERMS OF
CONTENT…………………………………………………….……
59

TERMS OF
ASSESSMENT FOR LEARNERS………………..………….…….
………. ……
61

TERMS OF DISTRIBUTION AND
RETRIEVAL………………………………
62
SUMMARY OF EXPERIENCES OF TEACHERS ON THE USE OF 64

MODULES..…….
15
EXPERIENCES OF PARENTS ON THE USE OF MODULES IN THE

AREAS
OF CONTENT AND ASSESSMENT FOR LEARNERS…………….
…….…... 65
EXPERIENCES OF PARENTS ON THE USE OF MODULES IN TERMS
OF CONTENT ………….…….………………………………………
65

OF ASSESSMENT FOR LEARNERS…………..…………………….
……..
66
SUMMARY OF EXPERIENCES OF PARENTS ON THE USE OF

MODULES
IN TERMS OF CONTENT AND ASSESSMENT FOR
LEARNERS…………..…… 67
FEEDBACKS OF TEACHERS ON THE USE OF MODULES IN TERMS

OF
PRODUCTION, CONTENT, ASSESSMENT FOR LEARNERS AND
DISTRIBUTION AND RETRIEVAL.
…………………………………….….
68
OF
PRODUCTION……………………………….......................................
68
OF
CONTENT………………….…………………………………….…..
70
16

OF
ASSESSMENT FOR LEARNERS………………………………...
……….. 71

OF
DISTRIBUTION AND RETRIEVAL….….
……………………………...….. 73
SUMMARY OF FEEDBACKS OF TEACHERS IN TERMS OF

PRODUCTION,
CONTENT, ASSESSMENT FOR LEARNERS, DISTRIBUTION AND
RETRIEVAL ………………………………….………………......….
74
FEEDBACKS OF PARENTS ON THE USE OF MODULES IN THE
AREAS OF
CONTENT AND ASSESSMENT FOR LEARNERS….….………….
…….…... 75
FEEDBACKS OF PARENTS ON THE USE OF MODULES IN TERMS 75

OF CONTENT ....
FEEDBACKS OF PARENTS ON THE USE OF MODULES IN TERMS

OF
ASSESSMENT FOR LEARNERS……………………..……….…….
…..... 77
17
SUMMARY OF FEEDBACKS OF PARENTS ON THE USE OF

MODULES IN
TERMS OF CONTENT AND ASSESSMENT FOR
LEARNERS……….………... 78
DIFFERENCES BETWEEN TEACHERS’ EXPERIENCES ON THE USE

OF
MODULE ACCORDING TO AGE, SEX, EDUCATIONAL
ATTAINMENT,
POSITION AND TRIBE………...……….…………….……….
……….
79
ACCORDING TO 79
AGE…………………………………………………
ACCORDING TO SEX………………………………………………… 80
ACCORDING TO EDUCATIONAL 81
ATTAINMENT……………………………
ACCORDING TO POSITION 83
……………………………………………
ACCORDING TO 84
TRIBE………………………………………………..
DIFFERENCE BETWEEN PARENTS’ EXPERIENCES ON THE USE

OF MODULE
ACCORDING TO AGE, SEX, OCCUPATION AND EDUCATIONAL
18
ATTAINMENT………………………………………………………....
85
ACCORDING TO AGE………………………………..…….................. 86
ACCORDING TO SEX………………………………………………… 87
ACCORDING TO OCCUPATION……………………. 87
…………………...
ACCORDING TO EDUCATIONAL ATTAINMENT………….. 89

………………..
DIFFERENCES BETWEEN TEACHERS’ FEEDBACKS ON THE USE

OF MODULE
ACCORDING TO AGE, SEX, EDUCATIONAL ATTAINMENT,
DESIGNATION/
OCCUPATION AND TRIBE………………….
………………………….
90
ACCORDING TO AGE………………………………………………. 90
…
ACCORDING TO 91
SEX………………………………………………….
ATTAINMENT………………………….....
19
ACCORDING TO POSITION…………………. 94
………………………….
ACCORDING TO TRIBE………………………………………............... 95
DIFFERENCES BETWEEN PARENTS’ FEEDBACKS ON THE USE OF

MODULE
ACCORDING TO AGE, SEX, OCCUPATION AND EDUCATIONAL
ATTAINMENT…………………………………………..……….........
96
ACCORDING TO AGE………………………………………...…......... 96
ACCORDING TO SEX…………………………………………….......... 97
ACCORDING TO 98
OCCUPATION……………………………………….…
20
ATTAINMENT………………………….....
RELATIONSHIP BETWEEN TEACHERS’ EXPERIENCES AND

FEEDBACKS ON
THE USE OF MODULES IN TERMS OF PRODUCTION, CONTENT,
ASSESSMENT FOR LEARNERS AND DISTRIBUTION AND
RETRIEVAL……….. 101
RELATIONSHIP BETWEEN PARENTS’ EXPERIENCES AND
FEEDBACKS ON
THE USE OF MODULES IN TERMS OF CONTENT AND
ASSESSMENT FOR
LEARNERS………………………………………………………….. 102
RECOMMENDATIONS TO IMPROVE INSTRUCTION USING 103
MODULES…….…...
IV DISCUSSION
PROFILE OF THE RESPONDENTS ……………………………………. 106

……

TERMS OF
PRODUCTION, CONTENT, ASSESSMENT OF LEARNERS AND
DISTRIBUTION AND RETRIEVAL…..........................................................
109
OF CONTENT
AND ASSESSMENT OF LEARNERS………………….
….......................... 119
21
SUMMARY OF EXPERIENCES OF PARENTS ON THE USE OF

MODULES IN
TERMS OF CONTENT AND ASSESSMENT FOR LEARNERS…….
…................. 123

OF
PRODUCTION, CONTENT, ASSESSMENT FOR LEARNERS AND
DISTRIBUTION AND RETRIEVAL……………………..….……….
……...
123
SUMMARY OF FEEDBACKS OF TEACHERS ON THE USE OF

MODULES IN
TERMS OF PRODUCTION, CONTENT, ASSESSMENT FOR
LEARNERS AND
DISTRIBUTION AND RETRIEVAL……….…..…………..
………………..
131
FEEDBACKS OF PARENTS ON THE USE OF MODULES IN TERMS
OF CONTENT
AND ASSESSMENT FOR LEARNERS……………….
………………....... 131
22
SUMMARY OF FEEDBACKS OF PARENTS ON THE USE OF

MODULES IN TERMS
OF CONTENT AND ASSESSMENT FOR LEARNERS……….
……………... 135
DIFFERENCES BETWEEN EXPERIENCES OF TEACHERS ON THE

USE OF MODULE
WHEN GROUPED ACCORDING TO DEMOGRAPHIC
PROFILE……………….. 136
ACCORDING TO 136
AGE………………………………………………….
ACCORDING TO 137
SEX………………………………………………….
ACCORDING TO 137
TRIBE……………………………………………….

ATTAINMENT…………………………….
ACCORDING TO 138
POSITION…………………………………………….
DIFFERENCES BETWEEN PARENTS’ EXPERIENCES ON THE USE

OF MODULE
ACCORDING TO AGE, SEX, TRIBE, EDUCATIONAL
ATTAINMENT AND
DESIGNATION.....................................................................................
139
23
ACCORDING TO 139
AGE………………………………………………….
ACCORDING TO 139
SEX………………………………………………….
ACCORDING TO 140
OCCUPATION………………………………………….
ACCORDING TO EDUCATIONAL ATTAINMENT. 140

………………………….
DIFFERENCES BETWEEN TEACHERS’ FEEDBACKS ON THE USE

OF
MODULES WHEN GROUPED ACCORDING TO DEMOGRAPHIC
PROFILE……... 141

24
ACCORDING TO 141
AGE………………………………………………….
ACCORDING TO 141
SEX………………………………………………….
ACCORDING TO 141
TRIBE……………………………………………….

ACCORDING TO TEACHING 142

POSITION…………………………………..
DIFFERENCES BETWEEN PARENTS’ FEEDBACKS ON THE USE OF

MODULE
ACCORDING TO DEMOGRAPHIC PROFILE……………….
…………..…. 143
ACCORDING TO 143
AGE………………………………………………….
ACCORDING TO 143
SEX………………………………………………….
25
ACCORDING TO OCCUPATION.. 144

……………………………………….

RELATIONSHIP BETWEEN TEACHERS’ EXPERIENCES AND

FEEDBACKS ON
THE USE OF MODULES IN TERMS OF PRODUCTION, CONTENT,
ASSESSMENT FOR LEARNERS AND DISTRIBUTION AND
RETRIEVAL…….….
145
RELATIONSHIP BETWEEN PARENTS’ EXPERIENCES AND

FEEDBACKS ON
THE USE OF MODULES IN TERMS OF CONTENT AND
ASSESSMENT FOR
LEARNERS……………………………………………..……………
146
RECOMMENDATIONS OF TEACHERS AND PARENTS TO

IMPROVE
INSTRUCTION USING MODULES...….….…………….…...
……………. 146
SUMMARY OF FINDINGS……………………………. 149

………………….
CONCLUSIONS……………………………...…………..……………… 151
RECOMMENDATIONS…………………………………... 152
………………
26
REFERENCES….……………………..……………………..………………… 154
QUESTIONNAIRE ……………………………………………………………... 168
APPENDICES ……………...…………………………………………...….. 168
SAMPLING FRAME…………...…………………………………………...….. 182
LETTERS …………………..………………………………………………..... 183

27
VALIDATION FORM………………………………………….……………....... 186
DOCUMENTATION……….
…………………………………………………….
PLAGIARISM CHECK……….
…………………………………………………..
GRAMMARLY CHECK………….
………………………………………………
CURRICULUM VITAE……………………………….………………….
28
List of Tables
Table Page
1a Profile of the Teachers…………….……………………………… 55
1b Profile of Parents…………………….…………………………… 56
2a Experiences of Teachers on the Use of Modules in Terms of

Production………………………….…………………………… 58
2b Experiences of Teachers on the Use of Modules in Terms of

Content……………..…………………………………………… 60
2c Experiences of Teachers on the Use of Modules in Terms of
Assessment for Learners……………………………………….. 62
2d Experiences of Teachers on the Use of Modules in Terms of

Distribution and Retrieval……………………………………… 63
3 Summary of Experiences of Teachers on the Use of Modules in

terms of Production, Content, Assessment for Learners and
Distribution and Retrieval………………………………….……. 64
4a Experiences of Parents on the Use of Modules in Terms of 65

Content..
4b Experiences of Parents on the Use of Modules in Terms of
Assessment for Learners………………………………………... 67
5 Summary of Experiences of Parents on the Use of Modules in

terms 68
of Content, and Assessment for Learners……………………….
6a Feedbacks of Teachers on the Use of Modules in terms of
Production……………………………………………………….. 69
29
6b Feedbacks of Teachers on the Use of Modules in Terms of 70

Content..
6c Feedbacks of Teachers on the Use of Modules in Terms of
Assessment for Learners……………………………………….. 72
Table Page
6d Feedbacks of Teachers on the Use of Modules in Terms of

Distribution and Retrieval………………………………...…….. 73
7 Summary of Feedbacks of Teachers on the Use of Modules in
terms
of Production, Content, Assessment for Learners and 75
Distribution and Retrieval……………………………………..…
8a Feedbacks of Parents on the Use of Modules in Terms of 76

Content…
8b Feedbacks of Parents on the Use of Modules in Terms of
Assessment for Learner………………………………………… 77
9 Summary of Feedbacks of Parents on the Use of Modules in terms

of Content and Assessment for Learners……….. 78
………………..
10a Differences Between Teachers’ Experiences on the Use of Module

According to Age……………………………………………….. 80
10b Differences Between Teachers’ Experiences on the Use of Module
According to Sex……………………………………………….. 81
10c Differences Between Teachers’ Experiences on the Use of Module
According to Educational Attainment………………………….. 82
10d Differences Between Teachers’ Experiences on the Use of Module
According to Position…………………………………………... 83
10e Differences Between Teachers’ Experiences on the Use of Module

According to Tribe……………………………………………… 85
30
11a Differences Between Parents’ Experiences on the Use of Module

According to Age………………………………………………. 86
11b Differences Between Parents’ Experiences on the Use of Module

According to Sex……………………………………………….. 87
11c Differences Between Parents’ Experiences on the Use of Module

According to Occupation……………………………………….. 88
11d Differences Between Parents’ Experiences on the Use of Module

Tables
12a Differences Between Teachers’ Feedbacks on the Use of Module

According to Age……………………………………………….. 91
12b Differences Between Teachers’ Feedbacks on the Use of Module

According to Sex……………………………………………….. 92
12c Differences Between Teachers’ Feedback on the Use of Module

12d Differences Between Teachers’ Feedbacks on the Use of Module

According to Position…………………………………………... 94
12e Differences Between Teachers’ Feedbacks on the Use of Module

According to Tribe……………………………………………… 95
13a Differences Between Parents’ Feedbacks on the Use of Module

According to Age………………………………………………. 97
13b Differences Between Parents’ Feedbacks on the Use of Module

According to Sex……………………………………………….. 97
13c Differences Between Parents’ Feedbacks on the Use of Module

According to Occupation……………………………………….. 99
13d Differences Between Parents’ Feedbacks on the Use of Module

14 Relationship between Teachers’ Experiences and Feedbacks on

the
Use of Modules in terms of Production, Content, Assessment for
101
31
Learners and Distribution and Retrieval Using Spearman

rho………………………………………………………………..
15 Relationship between Parents’ Experiences and Feedbacks on the

Use of Modules in terms of Production, Content, Assessment for
Learners and Distribution and Retrieval Using Spearman
rho……………..………………………………………………… 102
16 Recommendations of Teachers to Improve Instruction Using
Modules……………..…………………………………………. 103
17 Recommendations of Parents to Improve Instruction Using

104
Modules………………………………………………………….
List of Figure
Figure Page
1 Conceptual Framework of the Study 48

32
Chapter I
Introduction
“Learning must continue”, it is the stand of the Department of Education to
continue the education amidst the pandemic. Because of this, different learning
modalities have been considered and explored to make sure that each will best fit for
students’ needs and interests in continuous learning. Modular learning is very new to
everyone specially to parents since they take a big part in the new normal setup.
Currently, learning is moved to the students’ homes and parents take the role of teachers
(Bendijo, 2020).
According to the study of Marcelline (2021) the teachers faced problems on
travelling distances to assist and reach out their students in their home schooling as well
as the scheduling of visits on the distance learning. In some rural area in Jakarta,
Indonesia, teachers also find it difficult to keep up with distance/virtual learning due to
poor internet access.

33
In the Philippines, the major challenges experienced by the teacher were the
distance of the houses of these learners and the kind of road that they have to pass
through, some have to cross rivers. Further, students are late in collecting and completing
assignments, and even understanding the modules or materials has become a problem for
them (Bernardo, 2020).
In rural area of Indonesia, inadequate involvement of parents and families to
support children's distance learning activities at home is predominantly due to parents'
limited time and ability to accompany children in learning. Two factors are economic and
social which are not uncommon to be severe obstacles and challenges of the
implementation of education. Parents are busy working in various professions and types
of work to earn income to cover the cost of meeting the family's needs, so they do not
have enough time to accompany the children in learning (Greenlee & Reid, 2020).
In addition, Cashman, Bhattacharjea and Sabates (2020) mentioned that millions
of children in Sitapur district in rural Uttar Pradesh, India expected to learn at home
under the guidance of their parents or other family members because of the current
situation today. But some of them specially the less affluent and less educated parents are
worried
that their child/ children cannot read simple text or recognize numbers because they do
not have capability to teach them.
The Center for Development Programs in Cordillera or CDPC (2020) pointed out
that parents have difficulties in using the mother tongue as the primary language used in
34
the texts of some of the modules and not all parents/guardians have the capability to
facilitate the modular learning sessions for their kids. Some are hesitant to monitor their
children because of the gaps in terms of skills and understanding on the content.
Various concerns and challenges were encountered by the teachers and parents
regarding modular distance learning approach in the Municipality of Aleosan and nearby
community. Some complaints of the teachers are difficulty in mass production or printing
of modules because of the insufficient materials needed in the preparation of self-learning
module (SLMs), adjustment to new instructional concepts and mode of delivery in new
normal school, additional workloads, distribution and retrieval due to the distances and
security specifically in the far-flung areas in the municipality are some of the cited
problems of teachers. For parents working from home would now have additional work,
they do not have enough time to assist their child/ children’s learning, difficulty to
understand and interpret the content of modules due to limited knowledge because they
have not finished their education. These were some of the cited experiences and problems
of parents on modular learning. It was in this context that the researcher was prompted to
conduct this study.
Statement of the Problem
The study aimed to determine the experiences and feedbacks encountered by the
teachers and parents on the use of modules in the Municipality of Aleosan.
Specifically, it sought to answer to the following queries:

35
1. What is the demographic profile of the teachers and parents in terms of age,
sex, educational attainment, position, occupation and tribe?
2. What are the experiences of teachers on the use of modules in terms of
production, content, assessment for learners, and distribution and retrieval?
3. What are the experiences of parents on the use of modules in terms of content
and assessment for learners?
4. What are the feedbacks of teachers on the use of modules in terms of
production, content, assessment for learners, and distribution and retrieval?
5. What are the feedbacks of parents on the use of modules in terms of content
and assessment for learners?
6. Is there a significant difference between the experiences of teachers and parents
on the use of modules when grouped according to demographic profile?
7. Is there a significant difference between the feedbacks of teachers and parents
on the use of modules when grouped according to demographic profile?
8. Is there a significant relationship between the experiences and feedbacks of the
respondents on the use of modules?
9. What are the recommendations of the respondents to improve the delivery of
instruction using modular learning approach?
Significance of the Study
The results or findings of study may be significant to the following individuals or
institution.
36
Teachers. This study may help teachers to utilize different strategies and
contextualize learning activities in modular instructions. This may also equip learners
with the 21st century skills and competence to be able to address diverse learning needs
of the pupils.
Parents. The outcome of the study may aid the parents to assess situation and
look for appropriate strategies to facilitate their children’s modular instruction and be
able to mentor them effectively.
Pupils. The findings of this study may help the pupils to do independent learning
and acquire knowledge, enhance understanding on the content of the module and develop
critical thinking to become locally responsive and globally competitive.
School Administrators. The result of this study may provide the school
administrators the ideas to plan, design programs and activities to address challenges
experienced by teachers and parents on the use of modular learning approach.
Future Researcher. The results may help future researchers to conduct relevant
study exploring on the experiences, feedbacks and challenges encountered by the teachers
and parents on the modular distance learning and its implication as an improved
instruction.
Scope and Limitation
The study focused on the experiences and feedbacks of teachers on the use of
modules in terms of preparation, content, assessment of learners and distribution and
retrieval as well as the experiences and feedbacks of parents on the use of modules in
37
terms of content and assessment for learners in the municipality of Aleosan. It also
includes the respondent’s socio- demographic profile. The respondents of the study were
the elementary teachers of East and West District of Aleosan and also parents who have
Grades I and VI child/ children in the two districts of Aleosan for school year 2020-2021.
Definition of Terms
The following terms are defined operationally to have easy understanding of the
terms:
Assessment for Learners. - refers to the learning activities, summative test and
performance task given to the learners to evaluate pupil’s mastery level.
Challenges. - refers to issues, concerns or problems encountered by the teachers
and parents on the use of modules.
Content. - refers to the self- learning modules (SLMs) or learning package that
contains the objectives, pre-assessment, discussion, individual exercises and evaluation.
Distribution. – refers to the delivery of modules to the learners in the respective
pick- up points.
Experiences. - refers to participation and application of teachers and parents on
the implementation of modular distance learning in terms of preparation, content,
assessment, distribution and retrieval.
Feedbacks. – refers to the positive and negative observations of the teachers and
parents on the use of modules in terms of production, content, assessment, and
distribution and retrieval.

38
Learning activities. - refers to the task given in the modules for the students to
answer and perform every week.
Modular Distance Learning. - is a form of distance education that allows
learners to use self-learning modules (SLMs) in print or digital format/electronic copy.
Module. – is a self-paced learning material that contains the topic to learn and
answer to the questions given in the materials by the pupils. These are distributed and
retrieved every week from the parents in designated pick- up points.
Preparation. - refers to the procedure of teachers in the distributions and retrieval
of modules. It also refers to the readiness of the teachers and parents on the use of
modules in the new normal school.
Production. - refers to the produced materials that can be printed or in digitized
form according to the number of learners which are distributed in designated pick- up
points.
Retrieval. – refers to the collection of output, activity sheets and modules of the
pupils in the respective pick-up points.
Related Literature
Modular Distance Learning
Modular learning is a form of distance learning that uses Self-Learning Modules
(SLM) based on the most essential learning competencies (MELCS) provided by
Department of Education (DepEd). The modules include series of motivation and

39
assessment that serve as a complete guide of both teachers’ and learners’ desired
capabilities (Manlangit, Paglumotan, & Sapera, 2020).
From the survey conducted by the Department of Education (DepEd), modular
learning is the most preferred distance learning method of parents with children who are
enrolled this academic year. It is a learning modality that is currently used by all public
schools in the Philippines because learning through printed and digital modules are
emerged. This is also in consideration of the learners in rural areas where internet is not
accessible for online learning (Bernardo, 2020).
Ali (as cited by Vergara, 2010) expressed that modular teaching is concerned for
each student as an individual with his own special aptitude and interest, goal of helping
each other to think for himself and allowing the individuality to each learner. The
emphasis must be on the one-one students with unique abilities, aspiration and
influencing experiences and, again to provide quality education, the teacher must
personalize and individualize the instructional program.
Demographic Profile
Learners, parents, and teachers face enormous obstacles and opportunities as a
result of distance learning. As learning flows from home to school and back, this year's
changing circumstances necessitate a high level of flexibility and resilience.
According to Alufohai and Ibhafidon (as cited in Abas et.al., 2018) that teachers
in their thirties and forties are more effective in teaching and good in classroom
management than younger and older teachers.

40
In terms of sex, TALIS (2013) revealed that the majority of the teaching
personnel for most countries at all levels of education were represented by women.
Added to this, Regalado (2017) stated that teaching is a woman-dominated profession in
the Philippines, according to census results. Female school instructors outnumber male
teachers in both public elementary and secondary schools. Furthermore, the teachers in
elementary and secondary level are female (Bongco & Abenes, 2019).
For the educational attainment, earning a master's degree can help instructors
become more useful employees, grow in their careers, and gain specific expertise. It also
demonstrates committed teachers who want to improve their competence and credibility
in order to become more competitive in their area (Shulginger, 2017).
Furthermore, parents lay a foundation for their children's academic success.
Parents' educational attainment creates a foundation that indirectly supports children's
academic success through parents' ideas about their children's aspirations, as well as the
cognitive stimulation that parents provide in and outside of the home setting (Kean et.al.,
2021).
Experiences of Teachers and Parents on the Use of Modules
Production
In his article, Sancio (2020) pointed out that the modular learning approach still
poses different hurdles to teachers. While the use of modules is more accessible to
students, the production of these documents requires a lot of work. The printing of these
modules also took a toll on the school’s budget.

41
For printed modular learning, teachers prepare learning materials weekly, along
with study guides and other resources for modular distance learning, and these materials
are accompanied by quality assured instructional packets, in which parents/guardians or
para teachers meet with the teacher and receive instructions and learning materials to be
completed by the learner for the week Codamon (as cited by Eios,2020).Added to this,
Gueta and Janer (2021) stated that teachers do not have enough time in printing SLMs
and modules because they are scheduled every week to print.
According to Agayon (as cited by Malipot,2020) that teachers used their own or
personal printer just to start up the reproduction of modules to meet the deadline for the
distribution of modules. However, it was contrary to the statement of Hepline PH (2020)
that not all teachers have their own printer; some rely on the school's printer to print
modules and other learning materials.
Arroyo (2020) mentioned that some teachers claimed they still do not have copies
of the modules, pressures them and their schools to find other means to produce the
learning materials on their own. One public school teacher explained that the allocation
for bond paper from the MOOE was limited, hence the small budget and personal funds
of the teacher to augment classroom supplies and get reimbursed later.
In addition, the reproduction cost is also a big problem as schools were forced to
find ways to raise funds in so short a time (Emergency Response Integration Center,
2020). Malipot (2020) pointed out that teachers resorted to soliciting private
donations and maximizing their personal printers just to start up the reproduction of
42
modules to meet the deadline for the distribution of modules. to delete or transfer to
feedback production
Content
Modular distance learning is a form of distance learning that uses Self-Learning
Modules (SLM) based on the most essential learning competencies (MELCS) provided
by DepEd. The modules include sections on motivation and assessment that serve as a
complete guide of both teachers’ and students’ desired competencies. A clear statement
of the quarter calendar showing the learning areas to be covered each quarter is required
to be stated in the learning continuity plan (LCP), (Anchita ,2020). Added to this, teacher
create calendars or planners to help monitor the students task completion or having
students grow comfortable with a routine to check on their classes, Cooper-Kahn and
Foster (as cited by Beulah,2020).
Furthermore, Gonzales (2020) pointed out that the Department of Education
(DepEd) has monitored and identified errors in self-learning modules (SLMs) used by
learners in view of the distance learning setup that was implemented amidst the
pandemic. Some of the errors were factual, computational, incorrect format in terms of
font or illustration. Because of this, the department launched an effort to address the
errors in the modules, including the Error Watch platform and engaging with third-party
experts and volunteers from academia as SLM “conformance reviewers” to received and
collate reports of errors found in the modules and forwarded to appropriate offices for
validation and correction.

43
Malaya (2020) emphasized that modular learning features individualized
instruction that allows learners to use self-learning modules (SLMs) in print or digital
format/electronic copy, whichever is applicable to the learner. They can also use other
resources such as Learner’s Materials, textbooks, activity sheets, study guides, and other
study materials.
To monitor the performance of the learners, UNICEF (2020) that teachers go
through a process called formative assessment and performance t. It is also important for
motivating students by providing feedback on their learning progress. Learning activities
are used to assess learner’s performance.
The Center for Development Programs in Cordillera or CDPC (2020) mentioned
that during the first week of classes, a teachers’ focus on instruction was to simplify the
lessons in the modules for the students to comprehend.
According to the study of Azubuike et.al (2020) parents help their children by
teaching them how to use textbooks, explain the content of the module with unclear
instructions, reading with them, and encouraging to watch instructional videos.
From the study of Gueta and Janer (2021) parents give the best of their abilities to
keep their child/children involved in meaningful activities in modular learning approach.
Added to this, Manansala (2020) who learned that the parents tried their best to support
their child/ children in answering the task in the modules. With the presence of the
parents, child/children are able to do the task. During the focus group discussion, one of
the participants said that it was a challenge for them to guide/ mentor their children. They
44
multi-task to give time to mentor their child/ children in answering the module. Their
child/ children answers the module if the learning task was easy but if it is difficult, the
child/ children ask assistance from them.
Moreover, Tok (2016) pointed out that learners cannot understand some of the
terms used in the subject and have lengthy readings. The questions are hard and there are
not enough examples provided. Students have difficulty in understanding the lessons.
Furthermore, the study of Insorio and Macandog (2022) stated that the students struggled
in one subject in the self-learning module in which the concepts of the subject are hard to
understand and not explained well in the SLMs.
Assessment for Learners
Assessment is based on the integral provision of modular contents intended for
understanding the concepts for students learning and development. Teachers would
monitor the learners’ progress through home visits (following social distancing protocols)
and feedback mechanisms, and guide those who need special attention (Manlangit,
Paglanatan & Sapera, 2020).
Teachers, parents, members of the family and other stakeholders in the
community that were competent as learning facilitator monitor, provide or support
learners in the absence of classroom teachers, (R.M. no.393, s 2020). In addition, Olivo
(2020) teachers and parents shared responsibility to help the students learn and meet
educational goals. Parents commit to prioritizing their child’s educational goal and
teachers commit to listening and providing a space for collaboration with parents.
45
Magsambol (2020) said that the assessment on students' learning progress would
be assessed through summative exercises and performance tasks. DepEd said schools
would not be holding periodical examinations for this school year to prevent distance
cheating. While DepEd acknowledges the importance of periodical tests in assessing
students' understanding of the lessons, Education Undersecretary said that the pandemic
compelled them to be more creative and flexible in implementing summative assessment
schemes without sacrificing assessment’s credibility.
Sagarino (2020) pointed out that an elementary school teacher said that they gave
their cellphone number to the parents so that they could reached them out for any
clarifications and inquiries. Also the teachers created a group chat to cater the parents
query and concerns. The parents contact the subject teacher if they do not understand the
learning activities given. In addition, Gueta and Janer (2021) stated that teachers give
assistance to the learners via telephone, text message or instant messaging, messenger,
email and home visit those who need remediation and assistance.
Most of the parents still chose Modular Distance Learning over Online or Blended
Learning as they thought that this modular approach is safer for their child/children. This
approach is also in consideration for students living in areas where internet is not
accessible. the study of Salma and Rodrigues (as cited by Dangle et. al., 2020) that some
modules did not have clear instructions and explanations so pupils have difficulty in
answering them. The pictures in the modules were not clear and the provided answer
46
lines were too short. The modules had a lot of exercises, and the students lack motivation
and focus.
According to the study of Dangle and Sumaoang (2020) most of the learners are
having difficulty in this new learning modality. Learners had a hard time and some of the
given problems are difficult to answer and no detailed explanation is provided.
Furthermore, most of the pupils cannot answer all their modules independently; that is
why they need the assistance of family members, relatives and friends.
However, Krawczyk (2017) said that the learners are more motivated to learn and
more involved with the learning activities and performance task in the modules. Students
get narrative feedback from the teachers and encouraged to self-assessed their progress,
the students displayed a high level of interest in their learning.
Distribution and Retrieval
In the distribution of the SLMs, it would be distributed to parents before the
opening of classes. Nelz (2020) stressed out that there were teachers in Quezon where are
experiencing hardships distributing modules to their students living in remote areas. The
educators have to deliver the modules personally to help the students with their studies
amid the coronavirus pandemic. The teachers are even climbing mountains and crossing
oceans just to reach the poor communities.
For students whose parents are not available to get these from schools, there
would be designated pick up points in their barangays. The distribution would be done at
least four times for the school year. Aside from SLMs, workplans will also be distributed
47
to students. But unlike SLMs, this will be given to students weekly as this indicates the
schedule of lessons and activities the students would have to do every week. Again,
parents or anyone who would guide the students at home would be the ones to get this
from teachers or in designated pick-up points (Meniano, 2020).
Feedbacks of Teachers and Parents on the Use of Modules
Production
Lack of paper, photocopying machines and printers are some of the things that
most public schools need for the implementation of distance learning. The principal of
the Handumanan National High School (HNHS) in Bacolod City told that he had to ask
for donations to supplement their budget for the printing of learners’ modules (Umil,
2020).
The Manila Times (2020) pointed out that the expense of reproducing of the
printed modules has exhausted the schools’ funds that was why teachers are forced to dip
into their own pockets to provide the materials for their students.
Added to this, the schools may use their regular MOOE allocations for the
printing and delivery of modules in accordance with DO 15, s. 2020 (Supplementary
Guidelines on Managing Pandemic Maintenance and Other Operating Expenses
Allocation for Schools to support the Implementation of Basic Education Learning
Continuity Plan in time of COVID- 19) and subject to pertinent procurement accounting
and auditing rules and regulation, (Deped Order No. 18, s 2020).
48
Cruz (2021) expressed that public school teachers commented that they struggled
on the weak- internet connection- difficulties with the lessons with added worry that their
students get proper home schooling. Moreover, Alvarez (2021) said that public school
teachers worry towards modular distance learning was poor internet connection which
interrupts communication between parents, learners and teachers.
Further, Perez (2020) stated that in many regions, teachers in distance learning
face major problems with internet connectivity and internet speed. The majority of them
paid for internet access with their own money. In the Philippines, a more solid connection
was not commonly available, particularly in rural areas where wired connections were
unavailable. As a result, the professors chose data connectivity or a mobile network. They
were forced to use personal funds to support remote teaching and learning technologies
and resources.
Moreover, Malipot (2020) said that the teachers reported to the school as late at
night in order to surface printing modules on time while others reported a ‘one grade level
per day” system to print, collate and organize learning materials on their assigned day of
the week. In addition, Casilao (2020) said that a netizen hailed a teacher on social media for
persevering late at night to produce modules for her students.
Content
The modular learning is a form of distance learning that uses Self-Learning
Modules (SLM) based on the most essential learning competencies (MELCS) provided
by Deped, Anchita (2020). The Department of Education (Deped) has appealed to

49
teachers to make some learning module activities and exercises voluntary to prevent
students from experiencing “burnout” due to the number of subject requirements they must
do after just one week, (Adonis, 2020).
Most of the learners have struggled in this new learning modality and a hard time
in answering their modules. They do not have enough time to finish all their modules
within a week. They regularly received 8 modules in all subjects with 3-5 activities. The
subject that they find most difficult to answer is Mathematics because no detailed
explanation was provided (Dangle & Sumaoang, 2020). Added to this, Estrada (2020)
stressed that the examples are limited and the modules were not perfect. They differ from
school to school and the content of the self-learning modules depend in the teachers who
made it. Some students have no problem on understanding their lessons because of a
well- explained module but others have difficulty to understand the activities.
Guido (2020) said that modular instruction is based on the psychological
principle-learning by doing. The students work by itself and verifies the correctness of his
answers by comparing it with the correct one in the modules. It also gives the learners
some provision where the learner can obtain an immediate feedback. It promises a more
efficient mass education by offering effective individual instruction at a time when a
teacher is faced with a problem of producing learning in a large group all at the same
time.
It was pointed out by Nardo (2017) that the use of modules encourages
independent study of the learners. One of the benefits of using modules for instruction is
50
the acquisition of better self-study or learning skills among learners. They engage
themselves in learning the concepts presented in the module. A sense of responsibility is
developed in accomplishing the tasks provided in the module. With little or no assistance
from others, the learners progress on their own. They are learning how to learn; they are
empowered.
CDPC (2020) mentioned some of the challenges parents/guardians are facing in
their children’s learning through modules. Parents may have difficulties with using the
mother tongue as the primary language used in the texts of some of the modules. Learners
who have different needs have their own challenges. The beginners need more attention
and understanding considering that most or all of their lessons require the presence of
facilitators. They have to be watched to make sure they are learning. Some pupils do not
pay attention to their parents or facilitators because they prefer learning from their
teachers.
According to Constantino, Tibayan, Quizon, and Simangan (2020) even the
challenges encountered during the distance learning, the parents are thankful of the hard
work of the Department of Education to continue the learning of their child/children
despite the pandemic by implementing blended learning, modular learning and online
learning. Thus, there are some problems or challenges they have encountered on the
different methods. It may not be 100 percent effective due to different reasons like
limited access to the internet and poor internet connection on the online distance learning.
51
As to the quality of modules printed, there are items that are not readable due to poor
production and some colors of the colors are not suitable.
Lebaste (2020) which stated that parents played an active role in the learning
process in distance learning approach. They would be the one to facilitate and guide their
child/ children through the modular lessons that would be sent to their children while
doing remote learning. Parents also encourage and motivates their kids to learn. Good
parental support helps child to be positive, healthy and good life long learner.
Furthermore, family involvement was positively linked to children’s literacy and math
skills in preschool, kindergarten and the early grades. It shows the increases in children’s
social- emotional skills. Children benefited when parents are more involved and more
engaged, children tend to do better academically and socially (Vourhis, Maier, Epstein &
Lloyd, 2013).
In addition, the engagement of parents or family members is the best predictor of
a student's educational performance. Students become more motivated and develop a
passion of learning when they sense their parents' support. Teachers and parents share
responsibility for teaching pupils and work together to attain educational goals when
parents participate in the educational process (Delgado,2017).

The DepEd aims to develop independent learners who can study and work on
assessments on their own. Teachers said that learning modules could develop not just
students’ intellects but also their values, specifically honesty, discipline, and
52
perseverance as they are encouraged to learn on their own. The assessments in modular
learning are not graded, which most parents, if not all, may be unaware of. It is not
graded so that learners would not cheat nor be afraid nor pressured while answering the
exercises (Pabalate, 2020). Furthermore, Magsambol (2020) stressed that the evaluation
on students' learning development would be through summative exercises and
performance tasks but there are no periodical examinations for the school year to avoid
distance cheating.
Fernando (2020) mentioned that because parents cannot wait for their children to
work, many of them volunteered to answer their children's module. Some students did not
complete their modules on time, thus their parents took the initiative to complete the
modules for their child/children. or because they want their child/children to get a good
score in the subject, they answered the module simply.
The primary role of parent is teaching their children. In the study of Lase et al.
(2021) even though parents do not have negative perceptions, distance learning has
increased the burden on parents. The lack of parental participation and support in the
learning of their children at home is generally due to lack of time and inability to become
teachers for their child/ children.
Some of the parents find it difficult to teach their children at home, particularly
those who do not know how to read or write, making it much more difficult to teach their
children the lessons in their subject areas. Not every parent or guardian understands how
53
to teach their children utilizing modular learning and they do not have enough time to
guide their child/ children due to work and other responsibilities (Anzaldo, 2021).
However, Olivo (2021) expressed that parents reacted to the time allocation given
in the completion of learning activities was not sufficient since the activities given in the
modules were so many for their children to accomplish.
Furthermore, Santos (2020) said that in some parts of the province of Siargao in
the southern Philippines, particularly island settlements, there is no electricity in their
houses and are so remote that students may only reach there by boat. The people were
mostly fishermen who have no formal education and were concerned that they would be
unable to assist their child/children in answering the module.
Bernardo (2020) mentioned in his article that there are learners who do not have
parents that could help them in studying their lessons at home while there are parents
who answer the SLMs for their children. Schools also assigned "para-teachers" to guide
learners at home while teachers living in certain barangays or puroks were instructed to
tutor the learners in their community.
Additionally, some even argue with their parents/facilitators on how they should
teach. Some students can attend to their modules independently but some badly need
assistance to understand even just some of the lessons in the prescribed modules. Others,
even with facilitators, still have difficulty comprehending the lessons and thus can hardly
proceed to the next lessons. Submission deadlines for modules further create pressure on
students, especially when they fail to meet them. Since the modular approach situates
54
students to learn in the comfort of their homes, there is also the possibility that they work
on the modules for mere compliance, not for the sake of learning (CDPC, 2020).
In the distribution and retrieval of modules, Luczon (2020) mentioned that
teachers see humanizing experiences of the new normal mode of learning. Teachers are
delighted because parents are willing to embrace the challenges in distance learning.
They do their responsibilities as parents and at the same time an educator of their
child/children in the absence of the teacher. The Department of Education (DepEd) asked
the help of local officials in the delivery of printed learning modules to learners to
facilitate distance learning amid the coronavirus pandemic, Education Undersecretary
said.
While modular distance learning is a choice for pupils with no internet access, he
noted that the distribution of printed learning materials is another concern of DepEd. So,
the schools asked assistance or help from the local government officials, to the barangay,
and also with the help of parent-teacher associations and teleteachers, he said, adding that
Sangguniang Kabataan officials may also be tapped (Ornedo, 2020).
Recommendations to Improve Modular Instruction
Among the recommendations for this new learning system the Department of
Education should provide budget for production of modules and the School Head should
allocate from MOOE the production, preparation and delivery of module. Second,
55
internet connectivity should be improved so that teachers can access and downloads
modules and other learning materials (Manlangit, Paglumotan & Sapera, 2020).
In the study of Agayon, Agayon, & Pentang (2022) that the Department of
Education should submit a memorandum of understanding with the Department of
Energy and the Department of Information and Communication Technology to support
electrification in remote areas and stablish strong internet connection that teachers should
be able to access and download modules and other learning materials.
From the Deped Order no. 018, s 2020 the ready-to-print digital copies of the
SLMs developed by the assigned regions and approved and considered final by the
Bureau of Learning Delivery (BLD), particularly in terms of content and alignment with
the most Essential Learning Competencies (MELCs), can be downloaded from the
Microsoft teams folder "Ready-to-print SLMs" created by the Information and
Communication Technology Service (ICTS) for the Regional Directors, Curriculum and
Learning Management Division (LRMS).
According to the study of Gumapac, Aytona and Alba (2021) the school should
conduct orientation to parents on mentoring their child because they are the one to
monitor, coach and tutor their child. Parents as coach and tutor, they used different
strategies and techniques to help their child/ children
Another recommendation suggested by the parents to improve the Modular
Distance Learning are reduction of activities from the modules, more examples for each
subject, provision of colored printed modules, immediate information given by teachers

56
on what to answer in the modules. The parents proposed solutions on Modular Distance
Learning which are lessen or reduce the activities in the modules, take out unnecessary
exercises and give more examples and explanations to each of the given activity (Dangle
& Sumaong, 2020).
According to Smith and Brame (2014), blended learning courses not only alter the
way content is provided, but they also redefine traditional educational roles and offer new
learning opportunities. Added to this, Lucid Content Team (2020) said that it all depends
on how the teacher uses the available resources or tools to make distance learning
enjoyable, engaging, collaborative, and imaginative. The result of the formative and
performance task should be returned immediately. Regular assessments have a good
impact on kids. They would be more self-aware and able to assess themselves. Learners
have a significant proclivity towards achieving high levels of achievement.
In summary, the review of related literature pertains to the advantages,
disadvantages, positive impact and effectiveness on the use of modules. These are the
positive viewpoint of the teachers and students on the use of modules. This research was
conducted since there are only few studies regarding the experiences and feedbacks of
both teachers and parents with regards to the use of modules in the delivery of instruction
during the new normal education system.
Theoretical Framework
The study is anchored to the Social Development Theory of Lev Vygotsky (1978)
on More Knowledgeable Others (MKO) which states that the important learning by the
57
child happens through interacting socially with a competent instructor. The student
searches for understanding through the instructions or actions given by the parent or
teacher and then internalizes the information. The internalizing of these instructions or
actions directs the child’s accomplishment and leads to advanced thinking skills.
The study is related to this theory since parents and teachers give clear direction
or instruction, correct information, and guide students in answering the given task or
activities in the modules.
Another theory where the study is anchored to is the Theory of Zone of Proximal
Development (ZPD) by Lev Vygotsky (1976) on Scaffolding which states about the
support given by the teachers and others to the learners to learn something new in the
zone of proximal development. Skills too difficult for a child to master on his/her own
can be done with guidance and encouragement from a knowledgeable person.
This study is related to this theory where teachers and parents provide supports to
the learners so that they can accomplish task in answering their modules and become
independent learner and problem solver. The parents and teachers joined force and work
together to motivate and give support to the learner for positive result.
Conceptual Framework
Figure 1 shows the conceptual framework of the study consisting of the
independent and dependent. The independent variables which include the demographic
profile of the respondents in terms of age, sex, tribe, designation, educational attainment
and occupation as well as the experiences of teachers on the use of modules in terms of
58
preparations, content, assessment of learners, distributions and retrieval, the experiences
of parents on the use of modules in terms of content and assessment for learners.
Whereas, the dependent variables consist of the feedbacks of teachers on the use of
modules in terms of preparations, content, assessment for learners, distributions and
retrieval, the experiences of parents on the use of modules in terms of content and
assessment for learners and recommendations.
The arrow that connects both the independent and dependent variables shows the
relationship between the experiences of the respondents and their feedbacks on the use of
modules in terms of preparation and content, assessment for learners, distribution and
retrieval, and recommendations.
Conceptual Framework
Figure 1
The Schematic Diagram of the Conceptual Framework
Independent Variables Dependent Variables
Demographic profile of the

respondents in terms of: Feedbacks of teachers on the use
age of modules in terms of:
Preparation
sex
Content
designation distribution and retrieval
educational attainment Feedbacks of parents on the use of
59
occupation modules in terms of:
Content
Experiences of teachers on the Assessment for learners

use of modules in terms of:
Preparation
Content
Assessment for learners
distribution and retrieval
Experience of parents on the
use of modules in terms of: Recommendations
Content
Assessment for learners
Hypotheses
Ho1: There is no significant difference between the experiences of teachers and
parents on the use of modules when grouped according to demographic profile.
Ho2: There is no significant difference between the feedbacks of teachers and
parents on the use of modules when grouped according to demographic profile.

60
Ho3: There is no significant relationship between the experiences and feedbacks
of the respondents on the use of modules.
Chapter 2
Methods
This chapter presents a brief description of the research design, locale and
respondents of the study, sampling design, instrumentation, validity and reliability of
instrument, data gathering procedure, statistical tools and treatment of data.

61
Research Design
This study used the descriptive-correlational research design. It is descriptive
since it described the respondents’ socio-demographic profile of the teachers and parents
in terms of age, sex, occupation/ designation, tribe and educational attainment,
experiences, feedbacks and recommendations of the respondents on the use of modular
learning approach. It is also correlational since it determined the significant difference
between experiences and feedbacks of the respondents on the use of modules in terms of
production, content, assessment for learners, and distribution and retrieval when grouped
according to demographic profile and the significant relationship between the experiences
and feedbacks of the respondents on the use of modules.
Locale and Respondents of the Study
This study was conducted in the two districts of Aleosan in the school year 2020-
2021. The respondents of the study were 199 elementary teachers of East and West
Districts of Aleosan and 112 parents who have Grades I to VI children in the schools in
the Municipality of Aleosan for school year 2020-2021.
Sampling Design
This study used complete enumeration for the teacher- respondents and purposive
sampling technique for parent- respondents in the selection of the study. There were 199
teachers and 112 parents who have Grade I to VI children enrolled for school year 2020-
2021 in the two districts of Aloesan.

62
Instrumentation
The instrument used in the study is a research-made survey questionnaire. The
items included in the instrument were based on the related literatures, researcher’s
reading particularly from journals, articles and websites. It was designed to determine the
experiences and feedbacks of teachers on the use of modules in terms of production,
content, assessment for learners and distribution and retrieval and parents’ experiences
and feedbacks on the use of modules in terms of content and assessment for learners. The
instrument of the study was divided into four parts.
Part I was focused on the demographic profile of the teachers and parents in
terms of age, sex, occupation/designation, tribe and educational attainment.
Part II of the questionnaire were the experiences of teachers on the use of modules
in terms of production, content, assessment for learners, distribution and retrieval and
parents’ experiences on the use of modules in terms of content and assessment for
learners using the likert scale where 5-Strongly Agree, 4-Agree, 3-Moderately Agree, 2-
Disagree and 1-Strongly Disagree.
Part III were the feedbacks of teachers on the use of modules in terms of
production, content, assessment for learners, distribution and retrieval and parents’
feedbacks on the use of modules in terms of content and assessment for learners using the
likert scale where 5-Strongly Agree, 4-Agree, 3-Moderately Agree, 2-Disagree and 1-
Strongly Disagree.
63
Part IV of the instrument were the recommendations of respondents to address the
problems on the implementation of modular distance learning.
Validity and Reliability of the Instrument
The instrument was validated since this is a researcher-made questionnaire.
Content validity was obtained from a teacher for Teachers’ Instrument and a parent for
the Parents’ Instrument for the purpose of improving the instrument and for clarity of
instruction. For the face validity, the adviser, reader and panel members checked the
questionnaire for the appropriateness of the format of instrument and grammatical
construction. After which, it was pilot tested to 20 elementary teachers and parents of
selected elementary schools of Aleosan District who were non - participants of the study.
The Cronbach Alpha was used to determine its reliability. The obtained r-value is
0.929 and 0.774 in experiences and feedback respectively, which are indicative of a
reliable instrument.
Data Gathering Procedure
The researcher asked permission from the Dean of the Graduate School of Notre
Dame of Midsayap College and the school’s Division Superintendent to conduct the
research; upon approval the researcher sent a letter of permission to the Principals, Head
Teachers and Teacher In -Charge of the concerned schools for the schedule of the
distribution of the questionnaire. This was personally administered by the researcher to
the respondents in the different schools and retrieved thereafter. The data gathered were
64
directly given to the statistician for tabulation and analysis. Focus Group Discussion was
conducted to supplement the data gathered through the survey questionnaire.
Statistical Tools and Treatment of Data
The statistical tools used to describe and analyzed the data obtained from this
study were the following:
For research problem number 1, frequency, weighted mean and percentage
distribution were used to describe the demographic profile of teachers and parents in
terms of age, sex, occupation/ designation, tribe and educational attainment. For research
problem numbers 2, 3, 4 and 5, weighted mean and standard deviation were utilized in
administering the respondent’ experiences and feedbacks they encountered on the use of
modules. To determine the significant difference on the teachers and parents’ experiences
and feedbacks on the use of modules when grouped according to socio-demographic
profile, Kruskal- Wallis and Mann- Whitney u test were used for problems number 6 and
7. For the relationship between the experiences and feedback of the respondents on the
use of modules, Spearman- rho was computed on problem number 8 and for problem
number 9, frequency counts and ranking were used.
Chapter 3
Results
65
This chapter presents the results of the statistical treatment of the data and its
interpretation based on the research problems pursued.
Profile of the Respondents
The profile of the respondents is characterized according to their age, sex,
educational attainment, designation/occupation and tribe which can be gleaned in Tables
1a and 1b.
Table 1a shows the frequency count, weighted mean and percentage distribution
of the profile of the teacher respondents in terms of age, sex, educational attainment,
position and tribe. In terms of age, findings revealed that 83 or 41.70 percent of the
respondents are within the age bracket of 32 to 41 years old. Findings show that 178 or
89.4 percent are female teachers while only 21 or 10.6 percent are males. To view the
educational attainment of the respondents, 101 or 50.8 percent are teachers with master’s
units, 32 or 16.1 percent with Master’s degree, while only 3 or 1.50 percent are with
doctoral units.
In terms of teaching position, 126 or 63.3 percent are Teacher 1, 33 or 16.6
percent are Teacher II, 13.1 percent or 26 are Teacher III, 2 or 1.0 percent are Master
Teacher while only 6.0 percent or 12 are Master Teacher II. Regarding teachers’ tribe,
data show that 164 or 82.4 percent are Ilonggo. 27 or 13 are Cebuano, 1 percent or 2
teachers are Ilocano and 3 percent or 6 are Muslim.
Table 1a
66
Profile of the Teachers, n=199

Characteristics Frequency Percentage
Age
22-31 49 24.60
32-41 83 41.70
42-51 41 20.60
52 and above 26 13.10
Total 199 100.00
Minimum Age= 22
Maximum Age= 61
Mean= 38.62
Sex
Male 21 10.6
Female 178 89.4
Total 199 100.00
Educational Attainment
Baccalaureate Degree 63 31.7
With MA units 101 50.8
Master’s Degree 32 16.1
With Doctoral units 3 1.5
Total 199 100.0
Position
Teacher I 126 63.3
Teacher II 33 16.6
Teacher III 26 13.1
Master Teacher I 2 1.0
Master Teacher II 12 6.0
Total 199 100.0
Tribe
Ilonggo 164 82.4
Cebuano 27 13.6
Ilocano 2 1.0
Muslim 6 3.0
Total 199 100.0
Table 1b
67
Profile of the Parents, n=112

Age
24-31 26 23.20
32-39 38 33.90
40-47 29 25.90
48 and above 19 17.00
Total 112 100.00
Minimum Age 24
Maximum Age 59
Mean 38.62
Sex
Male 18 16.10
Female 94 83.90
Total 112 100.00
No. of Schooling Children
1 39 34.8
2 29 25.9
3 20 17.9
4 19 17.0
5 2 1.8
6 2 1.8
9 1 0.9
Total 112 100.0
Minimum 1
Maximum 9
Mean 2.4
Occupation
Employed 23 20.5
Unemployed 7 6.3
Self – employed 5 4.5
Housewife 48 42.9
OFW/Overseas Filipino 2 1.8
(OFW)
Lawyer/Notary 1 0.9
Government Official 6 5.4
Farmer/Fisherman 18 16.1
Day Care Teacher 2 1.8
Total 112 100.0

68
Table 1b continued
Educational Attainment
Elementary level 10 8.9
Elementary graduate 6 5.4
High School level 16 14.3
High School graduate 35 31.3
College level 17 15.2
College graduate 26 23.2
Master’s graduate 1 0.9
Vocational Education 1 0.9
Total 112 100.0
For parents in terms of age, the minimum is 24 years old while the maximum age
is 59 years old. Findings revealed that 38 or 33.90 percent of parents are from 32 to 39
years old while 19 out of 112 or 17 percent are within the age bracket of 48 and above.
Findings show that 94 or 83.9 percent of the respondents are female parents while only
18 or 16.1 percent are males. For the number of children, the maximum number of
children for parents is 9 and the minimum is 1. 39 or 34.8 percent have 1 child who was
schooling, second, 25.9 percent or 29 parents have 2 children who go to school and only
9 percent of the parent have 9 children who go to school.
For the occupation, 48 or 42.9 percent of the parents are housewife yielded the
highest frequency, next is Employed parent with a percentage of 20.5 with a frequency of
23, while the Lawyer/ Notary has the lowest frequency of 1 or 9 percent. For the
educational attainment of the parents, 35 or 31.3 percent are graduate in High School,
second are the parents who finished their studies in college with a frequency of 26 or 23.2
percent, third are the parents were College level with a frequency of 17 or 15.2 percent
69
while parents with vocational education and master’s graduate yielded the same lowest
frequency of 1 respondent each or 1 percent.
Experiences of Teachers on the Use of Modules in Terms of Production, Content,

Assessment for Learners, and Distribution and Retrieval
Tables 2a, 2b, 2c and 2d present the experiences of teachers on the use of modules
in the areas of production, content, assessment for learners, and distribution and retrieval.
Production
Table 2a discloses the experiences of teachers on the use of modules in terms of
production.
Table 2a
Experiences of Teachers on the Use of Modules in Terms of Production, n= 199
Items Mean sd Description
In the production of learning materials, I….
1. have done it weekly. 4.63 0.54 SA
2. maximized my personal printer to jumpstart the reproduction. 4.06 0.94 A
3. experienced shortage of paper and ink. 3.84 1.13 A
4. have no access to photocopier and printer. 2.91 1.25 NAD
5. was forced to use my own money to provide the materials for 3.16 1.28 NAD
learners.
6. was obliged to make the activity sheets based on last year’s 3.14 1.15 NAD
lesson.
7. utilized MOOE of the school for reproduction. 4.47 0.75 A
8. was forced to raise funds in a short period of time. 2.78 1.14 NAD
9. experienced that my school head assisted teachers in the 3.80 1.01 A
production of modules.
10 experienced electricity fluctuation in the mass production of 3.83 0.97 A
. modules.
Overall Mean and Standard Deviation 3.66 1.01 A
Legend:
5 4.50-5.00 Strongly Agee (SA)
4 3.50-4.49 Agree (A)
3 2.50-3.49 Neither Agree or Disagree (NA/D)
2 1.50-2.49 Disagree (D)
1 1.00-1.49 Strongly Disagree (SD)
70
Data in Table 2a show the experiences of teachers on the use of modules in terms of
production, the top 3 highest means are Items 1,7, and 2. The highest is item 1, which
states that in the production of modules I have done it weekly with a mean rating of 4.63
interpreted as Strongly Agree with 0.54 standard deviation; I utilized MOOE of the
school for reproduction with 4.47 mean rating interpreted as Agree with standard
deviation of 0.75 and I maximized my personal printer to jumpstart the reproduction with
4.06 mean rating interpreted as Agree with standard deviation of 0.9 while item number 8
was forced to raise funds in a short period of time got the lowest mean of 2.78 interpreted
as Neither Agree nor Disagree with a standard deviation of 1.14 indicating the responses
are diversed.
Generally, the data revealed that the overall mean on experiences of teachers on
the use of modules in terms of production is 3.66 interpreted as Agree with standard
deviation of 1.01 which indicates the similarity of experiences among the respondents.
Content
Table 2b reflects the experiences of teachers on the use of modules in terms of
content.
Data present the experiences of teachers on the use of modules in terms of
content, item 7, I was able to see that modules allow learners to use other resources such
as learner’s materials, textbooks, journals, activity sheets and study guides got the
highest mean rating of 4.27 interpreted as Agree with a standard deviation of 0.60.
71
Next highest mean is item number 9, I was able to see that learning activities are
used to monitor the performance of the learners with 4.25 as the mean interpreted as
Agree
Table 2b
Experiences of Teachers on the Use of Modules in Terms of Content, n=199
I was able to see that……

1. the content of modules are developed based on the DepEd curricular 4.16 0.60 A
requirements as stipulated in the Most Essential Learning
Competency (MELC).
2. the modules are written in a clear, correct and simple language for 3.84 0.65 A
easy comprehension of the learner.
3. modules are prepared with sections on motivation and assessment 4.18 0.66 A
that serves as a complete guide for students’ desired competencies.
4. modules with identified errors are being corrected. 3.80 0.93 A
5. modular distance learning modality is prepared with the 4.16 0.60 A
cooperation of advisers and subject teachers.
6. modules allow learners to use electronic gadgets to accomplish their 4.03 0.68 A
learning activities.
7. modules allow learners to use other resources such as learner’s 4.27 0.57 A
materials, textbooks, journals, activity sheets, and study guides.
8. learning activities are appropriate to diverse needs of learners. 4.08 0.58 A
9. learning activities are used to monitor the performance of the 4.25 0.56 A
learners.
10 appropriate and effective strategies are employed to address the 4.10 0.57 A
. difficulties of learners on the modular learning activities.
11 modular learning activities are interactive and Contextualized to 4.01 0.70 A
. ignite the interest of the learners.
12 glossary of terms are provided so that learners can unlock difficult 3.62 0.87 A
. terms.
13 more examples are provided to enhance understanding of the lesson. 3.93 0.73 A
.
Legend
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
72
and a standard deviation of 0.56 and I was able to see that modules are prepared with
sections on motivation and assessment that serves as a complete guide for students’
desired competencies with a mean of 4.18 and standard deviation of 0.66. However, item
number 12, I was able to see that glossary of terms are provided so that learners can
unlock difficult terms got the lowest mean rating of 3.62 interpreted as Agree with the
standard deviation of 0.87.
In general, the overall mean rating for the experiences of teacher on the use of
modules in terms of content is 4.03 interpreted as Agree with standard deviation of 0.66
denoting similarity of responses among the respondents.
Table 2c reflects the experiences of teachers on the use of modules in terms of
assessment for learners.
In Table 2c on the assessment for learners, the top 3 items are number 10, Pupils’
learning progress can be assessed through summative exercises and performance tasks
with a mean of 4.36 interpreted as Agree and a standard deviation of 0.67, item number
4, Assessment and feedback are shared responsibility among teachers, learners and
families, with a mean rating of 4.23 interpreted as Agree with standard deviation of 0.57
and number 11, Learners who need intervention on a particular lesson are attended
through calls, text and home visitation with mean rating of 4.22 described as Agree with
standard deviation of 0.67. However, item number 3, Learners who are not capable of
learning independently are assisted personally got the lowest mean rating of 3.82 but still
73
interpreted as Agree with standard deviation of 0.69. The sd value of 0.69 indicate
similarity of answers by the respondents to each item in the instrument.
Table 2c
Experiences of Teachers on the Use of Modules in Terms of Assessment for

Learners, n=199
1. Assessment is holistic and authentic to attain the most essential 4.08 0.60 A
learning competencies of the learners.
2. Assessment is based on the integral provision of modular contents 4.14 0.54 A
intended for understanding the concepts for students’ learning and
development.
3. Learners who are not capable of learning independently are assisted 3.82 0.69 A
personally.
4. Assessment and feedback are shared responsibility among teachers, 4.23 0.57 A
learners and families.
5. Assessment and grading have a positive impact to learning. 4.13 0.59 A
6. Questions are made interesting and engaging. 4.02 0.64 A
7. Rubrics are available and doable. 3.96 0.71 A
8. Results and progress are easily tractable and recordable. 4.02 0.67 A
9. Items formulated can measure achievable objectives. 4.02 0.64 A
10 Pupils’ learning progress can be assessed through summative 4.36 0.67 A
. exercises and performance tasks.
11 Learners who need intervention on a particular lesson are attended 4.22 0.67 A
. through calls, text and home visitation.
Legend
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
The overall mean rating of teachers on the use of modules in terms of assessment
for learners is 4.09 described as Agree with standard deviation of 0.64.

74
Table 2d depicts the experiences of teachers on the use of modules in terms of
Result shows the experiences of teachers on the use of modules in terms of
distribution and retrieval; item number 7, I set schedule for the distribution and retrieval
Table 2d
Experiences of Teachers on the Use of Modules in Terms of Distribution and Retrieval,

n=199

In distribution and retrieval, I…
1. experienced difficulty in reaching pupils living in remote areas. 4.14 0.89 A
2. climbed mountains just to reach the far-flung communities. 3.58 1.04 A
3. distributed the modules on time. 4.30 0.76 A
4. found difficulty in communicating with parents during distribution 4.05 0.89 A
and retrieval.
5. delivered the modules personally to help pupils in their studies. 4.15 0.73 A
6. coordinated with local officials for the distribution and retrieval of 3.88 0.91 A
modules.
7. set schedule for the distribution and retrieval of modules. 4.58 0.54 SA
8. used my personal money for the transportation of modules from 3.83 1.17 A
pick- up points.
9. experienced that not all the parents picked up and returned the 4.40 0.67 A
modules on time.
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
of modules got the highest mean rating of 4.58 interpreted as Strongly Agree with
standard deviation of 0.54, next is item number 9, I experienced that not all the parents
picked up and returned the modules on time with a mean rating of 4.40 and standard
deviation of 0.67 interpreted as Agree and item number 3, I distributed the modules on
75
time with a mean rating of 4.30 and standard deviation of 0.76 described as Agree.
Finally, the item with the least mean of 3.58 is number 2, climbed mountains just to
reach the far-flung communities described as Agree.
In general, the experiences of teachers on the use of modules in terms of
distribution and retrieval overall mean is 4.10 interpreted as Agree with standard
deviation of 0.84.
Summary of Experiences of Teachers on the Use of Modules
Table 3 presents the summary of experiences of teachers on the use of modules in
terms of production, content, assessment for learners and distribution and retrieval.
Table 3
Summary of Experiences of Teachers on the Use of Modules in terms of Production,

Content, Assessment for Learners and Distribution and Retrieval
Experiences Mean sd Description

Production 3.66 1.02 A
Content 4.03 0.66 A
Assessment for Learners 4.09 0.64 A
Distribution and Retrieval 4.10 0.84 A
Overall Mean /Standard 3.97 0.80 A
Deviation
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
The experiences of teachers on the use of modules include the area of production,
content, assessment of learners and distribution and retrieval. The area that yielded the
76
highest mean is distribution and retrieval. In contrast, the experiences that gained the
lowest mean is the production.
The overall mean for all the areas is 3.97 described as Agree and a standard
deviation value of 0.80.
Experiences of Parents on the Use of Modules in the

Areas of Content and Assessment for Learners
Tables 4a and 4b present the experiences of parents on the use of modules in the
terms of content and assessment for learners.
Content
Table 4a reflects the experiences of parents on the use of modules in terms of
content.
Table 4a
Experiences of Parents on the Use of Modules in Terms of Content, n=112
1. The contents of the modules are answered by my child/children

even if they find it difficult. 4.20 0.80 A
2. The contents of the module have errors that change the meaning of
the sentence. 3.46 1.00 NAD
3. Some given problems in the modules are complicated and 3.81 1.03 A
confusing.
4. I always explain the content of the module to my child/children
before answering the task. 4.10 0.87 A
5. I always assist my child/children in answering the learning task
6. The learning activities challenge me to assist my child/children to
the best of my ability. 4.20 0.75 A
7. The modular topics can be easily understood by the learners. 3.31 1.04 NAD
8. Learning activities utilized locally available materials. 3.84 0.79 A
9. Learning activities developed the critical thinking skills of the 3.96 0.83 A
pupils.
77
10 I experienced teaching the wrong pronunciation of words. 3.71 0.91 A

.
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
Data in Table 4a show the top 3 items: number 6, The learning activities
challenge me to assist my child/children to the best of my ability, item number 1, the
contents of the modules are answered by my child/children even if they find it difficult
and item number 4, I always explain the content of the module to my child/children
before answering the task. Items number 1 and 6 got the same weighted mean of 4.20
described as Agree with standard deviation of 0.75 and 0.80 respectively; item number 4
got the mean rating of 4.10 and standard deviation of 0.87. The items got the lowest
means are items 7 and 2. Item number 7, The modular topics can be easily understood by
the learners and item number 2, The contents of the module have errors that change the
meaning of the sentence with a mean rating of 3.31 and 3.46 respectively described as
Neither Agree nor Disagree and sds of 1.04 and 1.00.
Experiences of parents on the use of modules in terms of assessment for learners
are disclosed in Table 4b.
Data revealed that the experiences of parents on the use of modules in the area of
assessment. Ten items were rated by the parents. Out of 10, the parents rated item number
78
4, Some learning activities are quite confusing that need our assistance as parents with
the highest mean of 4.14 interpreted as Agree and a standard deviation of 0.86; next is
item number 10, Assessment and grading have positive impact to pupils with a mean and
standard deviation of 4.14 and 4.13 respectively interpreted as Agree and Parents are
worried if they do not know the tests/ assessment with a mean of 4.04 and standard
Table 4b
Experiences of Parents on the Use of Modules in Terms of Assessment for

Learners, n=112
1. The questions in the modules are challenging and interesting. 3.96 0.66 A
2. The questions in the modules are confusing that lead to wrong 3.54 1.04 NAD
answers.
3. The modules have unclear directions that create confusions among 3.37 1.09 A
the learners.
4. Some learning activities are quite confusing that need our assistance 4.14 0.86 A
as parents.
5. Misconceptions are developed among learners due to parents’ lack 4.03 1.05
of knowledge on modular topics. A
6. Learning activities are not appropriate to the grade level of the 3.64 1.03 A
learners.
7. Learner’s exhibit lack of interest to do the learning task. 3.58 1.03 NAD
8. Parents are worried if they do not know the tests/assessment. 4.04 0.90 A
9. Mentoring my child/children before the examination makes me very 3.57 1.10 A
stressful.
10. Assessment and grading have positive impact to pupils. 4.13 0.72 A
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
79
deviation of 0.90 while the lowest weighted mean of 3.37 and standard deviation of 1.09
is registered in item number 3, The modules have unclear directions that create
confusions among the learners interpreted as Agree.
Summary of the Experiences of Parents on the use of Modules

in terms of Content and Assessment for Learners
The summary of experiences of parents on the use of modules in terms of content
and assessment for learners is presented in Table 5.
Table 5
Summary of Experiences of Parents on the use of Modules in terms of Content, and

Feedbacks Mean Sd Description
Content 3.86 0.89 A
Overall Mean/ Standard Deviation 3.82 0.92 A
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
The parents’ use of modules is measured in terms of content and assessment of
learners. As shown in Table 5, the experiences that yielded the highest mean is content
with a mean of 3.86 and standard deviation of 0.89. In contrast, the experiences that
garnered the lowest mean is the assessment for learners of 3.78 and standard deviation of
0.95.
In general, the overall mean and standard deviation of experiences of parents on
the use of modules in terms of the content and assessment for learners is 3.82.
80
Feedbacks of Teachers on the Use of Modules in Terms of Production, Content,

Assessment for Learners and Distribution and Retrieval
Tables 6a, 6b, 6c and 6d present the feedbacks of teachers on the use of modules
in the areas of production, content, assessment for learners, and distribution and retrieval.
Production
Table 6a reflects the feedbacks of teachers on the use of modules in terms of
production.
Table 6a
Feedbacks of Teachers on the Use of Modules in terms of Production, n= 199
Items Mean Sd Description

In the production of learning materials….
1. doing it weekly is taxing on the part of the teachers. 3.96 1.07 A
2. teachers with no personal computers cannot reproduce their 3.85 1.09 A
materials.
3. teachers are confronted with the lack of paper, ink, printer and 3.83 1.05 A
photocopier.
4. soliciting donations lower teachers’ morale. 3.44 1.14 NAD
5. teachers have to use their meager income for reproduction. 3.23 1.17 NAD
6. some of the prepared activity sheets were irrelevant for some are 3.45 0.97 NAD
based on last year’s lessons.
7. MOOE funds are much needed for reproduction purposes. 4.50 0.67 SA
8. poor internet connection becomes an added burden to teachers. 4.43 0.81 A
9. teachers suffer from sleepless nights in the reproduction of 4.27 0.81 A
modules.
10. the local government allocate budget to help the teachers in the 3.85 0.79 A
production of modules.
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
81
As shown in Table 6a, the top 3 highest means on the feedbacks of teachers in
terms of production are item number 7, MOOE funds are much needed for reproduction
purposes; item number 8, poor internet connection becomes an added burden to
teachers; and item number 9, teachers suffer from sleepless nights in the reproduction of
modules which got the weighted mean of 4.5, 4.27 and 4.27 respectively interpreted as
Agree, while teachers have to use their meager income for
reproduction got the lowest mean rating of 3.2 interpreted as Agree with standard
deviation of 1.2 an indication that the responses of teachers are varied.
The overall mean rating of feedbacks of teachers on the use of modules in terms
of production is 3.88 interpreted as Agree with standard deviation of 0.96.
Content
The feedbacks of teachers on the use of modules in terms of content are reflected
in Table 6b.
Table 6b
Feedbacks of Teachers on the Use of Modules in Terms of Content, n= 199

I observed that….
1. the contents of the modules are challenging on the part of the learners 4.21 0.68 A
2. there are great number of activities per week. 4.25 0.65 A
3. there are not enough examples provided in every activity. 3.72 0.85 A
4. the content has clear and concise directions on how to complete the 4.04 0.70 A
module.
5. the content is properly sequenced based on DepEd Most Essential 4.24 0.54 A
Learning Competencies (MELCs).
6. the contents are stimulating, engaging, motivating and relevant to 4.12 0.59 A
targeted learners.
7. the content provides opportunities to practice new concepts and skills. 4.10 0.55 A
8. the contents are informative which promote deeper learning. 3.96 0.67 A
82
9. multiple interactive teaching strategies such as videos, problem-based 3.80 0.82 A

learning, discovery, case studies are used.
10. it uses vocabulary words appropriate to the target learners. 3.92 0.70 A
11. it uses graphs, pictures and illustrations for the clarity of modules. 4.05 0.55 A
12. it summarizes the information to be presented at the beginning of the 4.00 0.55 A
module.
13. it summarizes the information at the end of the module. 3.91 0.71 A
14. the modular learning is not favorable to learners unless parents have 4.08 0.77 A
full capacity to assist.
15. the learning activities use HOTS question to tickle the critical 4.10 0.55 A
thinking skills of the learners.
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
Based on the data on Table 6b, the top 3 highest are item number 2, I observed
that there are great number of activities per week with the mean rating of 4.25 described
as Agree with standard deviation of 0.68; item number 5, the content is properly
sequenced based on DepEd Most Essential Learning Competencies (MELCs) with a
mean rating of
4.23 interpreted as Agree with standard deviation of 0.54 and item number 1, the contents
of the modules are challenging on the part of the learners with a mean rating of 4.21 and
interpreted as Agree with standard deviation of 0.68. While, item 3, I observed that there
are not enough examples provided in every activity got the lowest mean rating of 3.72
and interpreted as Agree with standard deviation of 0.85. The overall mean rating of the
feedbacks of teachers on the use of modules in terms of production is 4.03 interpreted as
Agree with standard deviation of 0.66.

83
Table 6c shows the feedbacks of teachers on the use of modules in terms of
From Table 6c, out of 13 items on the assessment for learners on the feedbacks of
teachers on the use of modules, item number 9, Students’ learning progress is assessed
through summative exercises and performance, item number 11, Teachers provide
interventions to learners who are not capable of independent learning; and item number
13 Assessments serve as bases to monitor learners’ performance got the higher weighted
Table 6c
Feedbacks of Teachers on the Use of Modules in Terms of Assessment for

Learners, n= 199
1. The process of grading is difficult to apply in pupils’ output. 4.00 0.78 A

2. Some learning activities are not completed on time because pupils’ 4.19 0.76 A
lack of focus.
3. Allotted time is not enough to accomplish the activities in all 4.08 0.76 A
subject areas.
4. Not enough samples are provided in every activity. 3.67 0.86 A
5. Questions are interesting and engaging. 3.90 0.66 A
6. Rubrics are available and doable. 3.92 0.63 A
7. Results and progress are easily tractable and recordable. 3.99 0.65 A
8. Items can measure if the objectives are attained. 4.09 0.58 A
9. Students’ learning progress is assessed through summative 4.30 0.60 A
exercises and performance tasks.
10. The assessment is authentic and holistic in the attainment of the 4.19 0.57 A
Most Essential Learning Competencies (MELCs).
11. Teachers provide interventions to learners who are not capable of 4.25 0.60 A
independent learning.
12. Learners accomplished all the learning activities themselves. 3.48 1.04 A
13. Assessments serve as bases to monitor learners’ performance. 4.20 0.61 A
Overall Mean and standard deviation 4.02 0.70 A
Legend:
84

4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
means of 4.30, 4.25 and 4.20 respectively interpreted as Agree. However, item number 4,
Not enough samples are provided in every activity and item number 12, Learners
accomplished all the learning activities themselves got the lowest mean ratings of 3.67
and 3.48 interpreted as Agree with standard deviation of 0.86 and 1.04. The overall mean
rating of the assessment for learners on feedbacks of teachers on the use of modules is
4.02 interpreted as Agree with standard deviation of 0.70.
Table 6d presents the feedbacks of teachers on the use of modules in terms of
Table 6d
Feedbacks of Teachers on the Use of Modules in Terms of Distribution and

Retrieval, n= 199
In the distribution and retrieval of modules…
1. I found difficulty in locating the houses of pupils living in remote 3.98 1.01 A
areas.
2. It is an added burden on the part of teachers travelling in the far– 4.00 0.97 A
flung communities.
3. I felt exhausted delivering the modules to the pupils in their 3.69 1.01 A
respective residence.
4. I felt disappointed if parents failed to pick and return the modules 4.09 0.78 A
in the designated pick- up points.
5. I am delighted if 100% of parents return the modules on time. 4.39 0.76 A
6. I experienced that I do not have extra money for transportation 3.89 0.98 A
allowance.
7. It is burden on the part of teachers to always remind the parents of 4.02 0.91 A
their responsibilities of picking up and returning the modules on
time.
85
8. Barangay officials helped facilitate in the distribution and retrieval 3.48 1.05 A
of modules.
9. I am always worried if I received modules with crumpled and torn 3.85 0.88 A
pages.
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
As reflected in Table 6d, feedbacks of teachers on the distribution and retrieval on
the use modules the item, I am delighted if 100% of parents return the modules on time
got the highest mean rating of 4.39 described as Agree with standard deviation of 0.76;
next is item number 4, I felt disappointed if parents failed to pick and return the modules
in the
designated pick- up points and item number 7, It is burden on the part of teachers to
always remind the parents of their responsibilities of picking up and returning the
modules on time with a weighted mean of 4.09 and 4.02 respectively. Whereas, the
lowest mean was obtained by item number 8 which states that the Barangay officials
helped facilitate in the
distribution and retrieval of modules with a mean of 3.48 is described as Agree with a
standard deviation of 1.05. The overall mean rating of teachers’ feedback on the use of
modules is 3.93 which described as Agree, with the overall standard deviation of 0.93.
Summary of Feedbacks of Teachers on the Use of Modules in Terms of Production,
Content, Assessment for learners and Distribution and Retrieval

86
The summary of feedbacks of teachers on the use of modules in terms of
production, content, assessment for learners and distribution and retrieval is displayed in
Table 7.
Among the four areas on feedbacks of teachers on the use of modules on the
production, content, assessment of learners and distribution and retrieval, content got the
highest mean of 4.03 described as Agree and production got the lowest mean of 3.88
likewise interpreted as Agree.
Table 7
Summary of Feedbacks of Teachers on the Use of Modules in terms of Production,

Content, Assessment for Learners and Distribution and Retrieval
Feedbacks Mean sd Description

Production 3.88 0.96 A
Content 4.03 0.66 A
Distribution and Retrieval 3.93 0.93 A
Overall Mean and Standard 3.96 0.81 A
Deviation
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
Feedbacks of Parents on the Use of Modules in Terms of

87
Content and Assessment for Learners
Tables 8a and 8b present the feedbacks on the use of modules in the areas of
content and assessment for learners.
Content
Table 8a displays the feedbacks of parents on the use of modules in terms of
content.
The data show the feedbacks of parents on content: item number 8, Presence of
parents inspires and motivates learners to work hard in accomplishing learning task, got
the highest mean of 4.25, described as Agree with standard deviation of 0.99; item 7,
Learning activities are complicated that need the guidance and support of the parents or
Table 8a
Feedbacks of Parents on the Use of Modules in Terms of Content, n=112
Items Mean Sd Description

1. I cannot easily understand the contents of the module. 3.48 1.07 NAD
2. Some of the contents of the modules are erroneous. 3.34 0.91 NAD
3. I found that the required answers in the module are sometimes 3.80 0.84 A
complicated.
4. Learning activities are beyond the capabilities of the learners. 3.64 0.94 A
5. Modules are very difficult to read due to very small font size. 3.47 1.16 NAD
6. Modules are very difficult to read due to poor production of 3.18 1.15 NAD
modules.
7. Learning activities are complicated that need the guidance and 4.15 0.74 A
support of the parents or guardians.
8. Presence of parents inspires and motivates learners to work hard in 4.25 0.99 A
accomplishing learning task.
9. Some pages of the modules are not properly arranged. 3.21 1.16 NAD
10 I use other resources and gadgets to teach my child/ children. 3.73 1.00 A
.
11 I observe that some words cannot be easily understood specifically 3.68 0.93 A
. on Mother Tongue.
88

Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
guardians with the mean of 4.15 with a description of Agree and standard deviation of
0.74 and item 3, I found that the required answers in the module are sometimes
complicated with mean of 3.80, interpreted as Agree and a standard deviation of 0.84. In
contrast, item 9, Some pages of the modules are not properly arranged and item 6,
Modules are very difficult to read due to poor production of modules got the lowest
means of 3.21 and 3.18, interpreted as Neither Agree or Disagree with standard
deviations of 1.16 and 1.15 respectively. The overall mean is 3.62 described as Agree
with the overall standard deviation of 0.99.
Table 8b discloses the feedbacks of parents on the use of modules in terms of
Table 8b
Feedbacks of Parents on the Use of Modules in Terms of Assessment for

Learner, n=122

1. I am not ready to mentor the different tests/assessments of my 3.12 1.27 NAD
child/children especially in the lower grade.
2. I am not familiar with the learning task found in the modules. 3.21 1.27 NAD
3. I do not have enough capability to assist in answering their 3.04 1.21 NAD
modules.
4. I have limited time to assist my child/children in answering the 3.71 1.06 A
learning activities.
89
5. Some teachers do not immediately respond if we have queries 3.18 1.00 NAD
regarding the assessment.
6. Children are bombarded with lots of activities, with only limited 3.74 1.05 A
examples, to be accomplished in a week.
7. Environment in our home is not conducive for taking 3.04 1.30 NAD
exams/assessments.
8. I cannot help my child/children in their tests/assessments during 2.71 1.26 NAD
evening because we do not have electricity.
9. There are no available learning materials to be used in reviewing 3.19 1.14 NAD
the lesson before taking examinations.
10. I find difficulty in handling the behavior of my child/children in 3.13 1.17 NAD
taking the examinations/assessments.
Overall Mean and Standard Deviation 3.21 1.17 NAD
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
The result revealed that out of ten items, item 6, Children are bombarded with
lots of activities, with only limited examples, to be accomplished in a week got the highest
mean of 3.74 and interpreted as Agree, next is item 4, I have limited time to assist my
child/ children in answering the learning activities and item 2, I am not familiar with the
learning task found in the modules with means of 3.71 and 3.21 and standard deviation of
1.06 and 1.27 respectively. Whereas, item 7, Environment in our home is not conducive
for taking exams/ assessments and item 8, I cannot help my child/children in their
tests/assessments during evening because we do not have electricity got the lowest means
of 3.04 and 2.71, described as Neither Agree nor Disagree with standard deviations of
1.30 and 1.26 respectively.
Summary of Feedbacks of Parents on the Use of Modules

in Terms of Content and Assessment for Learners
90
Table 9 shows the summary of feedbacks of parents on the use of modules in
terms of content and assessment for learners.
Table 9
Summary of Feedbacks of Parents on the Use of Modules in terms of Content and

Feedbacks Mean sd Description

Content 3.62 0.99 A
Assessment for Learners 3.21 1.17 NAD
Overall Mean/ Standard Deviation 3.42 1.08 A
Legend:
4 3.50-4.49 Agree (A)
2 1.50-2.49 Disagree (D)
Reflected in Table 9, results revealed that among the two areas on feedbacks from
parents on the use of modules, content got the mean of 3.62 interpreted as Agree with
standard deviation of 0.99, while for assessment, the obtained mean is 3.21 likewise
described as Agree with standard deviation of 1.17.
In general, the overall mean and standard deviation on feedbacks of parents on the
use of modules in terms of content and assessment for learners are 3.42 and 1.08
respectively which is interpreted as Agree.
Differences Between Teachers’ Experiences on the Use of Module According to Age,

Sex, Educational Attainment, Position and Tribe
91
The following data deal on the differences between teachers’ experiences on the
use of modules in terms of age, sex, educational attainment, position and tribe. These can
be gleaned in Tables10a, 10b, 10c, 10d and 10e.
According to Age
Using the Kruskal-Wallis test, Table 10a reflects the differences between
teachers’ experiences on the use of modules according to age group.
Table 10a shows the difference between the respondents’ experiences on the use
of modules on production according to age group, 22-31 years old got the highest mean
of 113.54 with computed a z-value of 4.363, df of 3 and p-value of 0.225. Furthermore,
with regards to the content, the age ranging 32-41 have highest mean rank of 106.19 with
z value of 2.468. The data show that age ranging from 52 and above got the mean rank of
104.12 with 0.410 z- value on the assessment for learners, while the age bracket of 42-51
got the mean rank of 106.65, z-value of 2.34 on distribution and retrieval. All the p-
values are greater than 0.05 level of significance in all areas with the decision of not
significant.
Table 10a
Differences Between Teachers’ Experiences on the Use of Module According

to Age, n=199
Variables Age group N Mean z- df p- Description Decision

rank value value
Production 22-31 48 113.54 4.363 3 0.225 NS Not Rejected
32-41 86 96.83
42-51 40 89.24
52 and 25 102.15
above
92
Total 199
Content 22-31 48 94.01 2.468 3 0.481 NS Not Rejected
32-41 86 106.19
42-51 40 91.63
52 and 25 103.62
above
Total 199
Assessment for 22-31 48 99.28 0.410 3 0.938 NS Not Rejected
Learners 32-41 86 101.24
42-51 40 95.61
52 and 25 104.12
above
Total 199
Distribution and 22-31 48 102.67 2.341 3 0.505 NS Not Rejected
Retrieval 32-41 86 99.77
42-51 40 106.65
52 and 25 85.04
above
Total 199
NS- Not Significant at .05 level
Thus, the null hypothesis which states that there is No Significant difference between the
experiences of teachers when grouped according to age is not rejected.
According to Sex
Table 10b reveals the differences between teachers’ experiences on the use of
module according to sex.
Table 10b
Differences Between Teachers’ Experiences on the Use of Module According to Sex,

n=199
Variables Sex N Mean z- df p- Description Decision
rank value value
Production Male 21 116.07 1.835 1 0.176 NS Not Rejected
Female 178 98.10
Total 199
Content Male 21 80.29 2.765 1 0.096 NS Not Rejected
Female 178 102.33
93
Total 199
Assessment for Male 21 89.81 0.740 1 0.390 NS Not Rejected
Learners Female 178 101.20
Total 199
Distribution and Male 21 102.57 0.047 1 0.828 NS Not Rejected
Retrieval Female 178 99.70
Total 199
The data depict that male got the mean rank of 116.07 and 102.57 in production
and distribution and retrieval with computed z value of 1.835 and 0.047 respectively.
Meanwhile, female got the highest mean of 102.33 and 101.20 in the content and
assessment for learners respectively. All the p- values obtained (0.176, 0.096, 0.390 and
0.828) are greater than 0.05 level of significance where the decisions are Not Significant.
Therefore, the null hypothesis which states that there is no significant difference between
the experiences of teachers on the use of modules when grouped according to sex is not
rejected.
According to Educational Attainment
The differences between teachers’ experiences on the use of module according to
educational attainment is reflected on Table 10c.
Table 10c
Differences Between Teachers’ Experiences on the Use of Module According to

Educational Attainment, n=199
Variables Educational N Mean z- df p- Description Decision

attainment rank value value
Production Baccalaureate 63 92.97 2.759 3 0.430 NS Not Rejected
Degree
94

Total 199
Content Baccalaureate 63 95.12 5.446 3 0.142 NS Not Rejected
Degree
Total 199
Assessment Baccalaureate 63 99.63 0.645 3 0.886 NS Not Rejected
for Learners Degree
Total 199
Distribution Baccalaureate 63 103.40 0.445 3 0.931 NS Not Rejected
and Retrieval Degree
Total 199
Table 10c shows the difference between teachers’ experiences on the use of
modules in terms of production, content, assessment for learners and distribution and
retrieval on the educational attainment. It showed that teachers with Master’s degree got
the highest mean of 110.73. Further, in variable content and assessment for learners,
teachers with MA units got the mean rank of 107.68 and 101.70 respectively, while
teachers with Baccalaureate Degree got the mean rank of 103.40 in distribution and
retrieval. All the p- values are greater than 0.05 level of significance in all areas with the
decision of Not Significant. Therefore, the null hypothesis which states that there is no
significant difference between the experiences of teachers when grouped according to
educational attainment is not rejected.

95
According to Position
Table 10d shows the differences between teachers’ experiences on the use of
module according to Position.
Table 10d

To Position, n=199
Variables Designation N Mean z- df p- Description Decision
rank value value
Production Teacher I 126 100.04 2.292 4 0.682 NS Not Rejected
Teacher II 33 91.55
Teacher III 25 110.13
Total 199
Content Teacher I 126 97.33 1.666 4 0.797 NS Not Rejected
Teacher II 33 111.33
Total 199
Assessment Teacher I 126 98.75 1.212 4 0.876 NS Not Rejected
for Learners Teacher II 33 98.59
Total 199
Table 10d continued…

rank value value
Distribution Teacher I 126 104.45 4.681 4 0.322 NS Not Rejected
and Retrieval Teacher II 33 84.20
Total 199
96
As reflected in the Table 10d, Teacher 3 got the mean rank of 110.13 and 106.87
in production and distribution and retrieval respectively. The data also disclosed that
Master Teacher 2 got the highest mean of 111.33 and 117.54 in content and assessment
for learners respectively. All the areas obtained a p-value greater than 0.05 level such as
0.682, 0.797, 0.876 and 0.322 respectively. Thus, the null hypothesis which states that
there is No Significant difference between the experiences of teachers when grouped
according to Position is not rejected
According to Tribe
The differences between teachers’ experiences on the use of module according to
tribe can be gleaned in Table 10e.
In tribe, it was categorized into Ilonggo, Cebuano, Ilocano and Muslim, and with
its corresponding mean rank. Those teachers who are Cebuano has the highest mean of
116.72 and 132.50 for Ilocano in production and assessment for learners in particular.
Whereas, Muslim got the mean rank of 118.67 and 102.83 in the content and distribution
and retrieval respectively. All the p-value obtained are greater than .05.
Table 10e

to Tribe, n=199
Variables Tribe N Mean z- df p- Description Decision

rank value value
Production Ilonggo 164 98.31 3.746 3 0.290 NS Not Rejected
Cebuano 27 116.72
Ilocano 2 64.00
97
Muslim 6 82.83
Total 199
Content Ilonggo 164 98.19 1.694 3 0.638 NS Not Rejected
Cebuano 27 108.50
Ilocano 2 77.50
Muslim 6 118.67
Total 199
Assessment Ilonggo 164 96.91 4.755 3 0.191 NS Not Rejected
for Learners Cebuano 27 119.78
Ilocano 2 132.50
Muslim 6 84.50
Total 199
Distribution Ilonggo 164 99.39 0.109 3 0.991 NS Not Rejected
and Retrieval Cebuano 27 102.65
Ilocano 2 105.50
Muslim 6 102.83
Total 199
Difference Between Parents’ Experiences on the Use of Module According to Age,

Sex, Occupation and Educational Attainment
The following discussion deals on the differences between parents’ experiences
on the use of modules in terms of age, sex, schooling children, occupation and
educational attainment. These are shown in Tables 11a,11b, 11c, 11dand 11d.e
According to Age
Using the Kruskal-Wallis test, Table 11a presents the differences between
parents’ experiences on the use of modules according to age group
Table 11a
Differences Between Parents’ Experiences on the Use of Module According to

Age, n=112
98
Variables Age N Mean z- df p- Descriptio Decision

rank value value n

2
32-39 38 59.63
40-47 29 57.68
48 and above 19 47.36
Total 112
Assessment 24-31 26 56.17 1.81 3 0.612 NS Not Rejected
for Learners 3
32-39 38 58.89
40-47 29 59.20
48 and above 19 47.47
Total 112
NS- Not Significant at .05 level.
Table 11a displays the difference between the experiences of parents in terms of
content and assessment for learners when grouped according to their age. In the variable
content, age ranging 32-39 got the highest mean of 59.63 with a z- value of 1.852, df of 3
while assessment for learners with a mean of 59.20 by age group of 40-47 with a z- value
of 1.813, df of 3. All the p-values obtained (0.604 and 0.612) are greater than .05 level of
significance where the decisions are Not Significant. Therefore, the null hypothesis
which states that there is no significant difference between the experiences of teachers
when grouped according to age is not rejected.
According to Sex
Table 11d shows the differences between parents’ experiences on the use of
Table 11b
99
Differences Between Parents’ Experiences on the Use of Module According

to Sex, n=112
Variables Age N Mean z- df p-value Description Decision
rank value
Content
Male 18 56.50 0.000 1 1.000 NS Not Rejected
Female 94 56.50
Total 112
Assessment for Male 18 66.06 1.867 1 0.172 NS Not Rejected
Learners
Female 94 54.67
Total 112
The data exhibited that male and female got the same mean of 56.50 with z- value
of 0.000, df of 1 and p-value of 1.000 in the variable content and male got the highest
mean of 66.06 in the assessment for learners with a z- value of 1.867, df of 1 and p-value
of 0.172. with the decision of Not Significant. Therefore, the null hypothesis which states
that there is no significant difference between the experiences of parents when grouped
according to sex is not rejected.
According to Occupation
Table 11c displays the difference between parents’ experiences on the use of
modules according to occupation.
Table 11c

Occupation, n=112
Variables Occupation N Mean z-value df p- Description Decision
rank value
Content Employed 23 61.89 13.734 8 0.089 NS Reject
Unemployed 7 44.21
100

Housewife 48 58.92
OFW 2 88.75
Lawyer/Notary 1 1.00
Government 6 58.17
Official
Total 112
Assessment Employed 23 55.35 6.101 8 0.636 NS Not
for Learners Rejected
Unemployed 7 61.36
Housewife 48 52.41
OFW 2 79.25
Government 6 63.00
Official
Total 112
Overseas Filipino Workers (OFW) got the highest mean in all areas of
experiences of parents on the use of modules according to occupation got the highest
mean of 88.75 and 79.25, with z-value of 13.734 and 6.101, df of 8 and p-value of 0.089
and 0.636 respectively. All areas have No Significant difference, since their p-values are
greater than 0.05 level of significance, the null hypothesis which states that there is no
significant difference among the experiences of teachers when grouped according to
occupation is not rejected.
The difference between parents’ experiences on the use of module according to
Educational Attainment is depicted in Table 11d.

101
Table 11d

Variables Educational N Mean z-value df p- Description Decision
Attainment rank value
Content Elementary level 10 49.45 6.309 7 0.504 NS Not Rejected
Elementary graduate 6 52.08
Total 112
Assessment Elementary level 10 38.55 12.718 7 0.079 NS Not Rejected
for Learners Elementary graduate 6 56.58
Total 112
The data revealed that vocational education got the highest mean of 6.309, df of 7
and p-value of 0.504 in content while in assessment for learners, high school graduate got
the mean rank of 65.27, df of 7 and p-value of 0. 079. In both areas, the null hypothesis
which states that there is no significant difference between the parent’s experiences when
grouped according to educational attainment is not rejected.
Differences Between Teachers’ Feedbacks on the Use of Module According to Age,

Sex, Educational Attainment, Position and Tribe
102
The following results deal on the differences between teachers’ feedbacks on the
use of modules in terms of age, sex, educational attainment, position and tribe. These can
be gleaned in Tables 12a,12b, 12c, 12d and 12e.
According to Age
Using the Kruskal-Wallis test, Table 12a reveals the differences between
teachers’ feedbacks on the use of modules according to age group.
Table 12a depicts the age group of the respondents ranging 42-51 got the highest
mean rank of 107.58 in production. Content, assessment for learners and distribution and
retrieval got the mean rank of 109.30, 121.74 and 112.35 and with p-values of 0.627,
0.527 and 0.297 respectively by teachers ranging to 22-31. All the p-value obtained is
greater than 0.05 level by the production, content and distribution and retrieval with the
decisions of Not Significant. Therefore, the null hypothesis which states that there is no
significant difference between the feedbacks of teachers when grouped according to age
is not rejected. However, the assessment for learners obtained a p- value of less than 0.05
level, therefore, the null hypothesis which states that there is significant difference
between the
Table 12a
Differences Between Teachers’ Feedbacks on the Use of Module According to Age,

n=199
Variables Age group N Mean z- df p- Description Decision

rank value value
Production 22-31 48 104.26 1.745 3 0.627 NS Not Rejected
103
32-41 86 96.28
42-51 40 107.58
52 and above 25 92.48
. Total 199
32-41 86 99.94
42-51 40 94.58
52 and above 25 91.04
Total 199
Assessment 22-31 48 121.74 10.07 3 0.018 S Rejected
for Learners 8
32-41 86 93.23
42-51 40 98.50
52 and above 25 83.94
Total 199
Distribution 22-31 48 112.35 3.687 3 0.297 NS Not Rejected
and Retrieval 32-41 86 99.28
42-51 40 93.90
52 and above 25 88.50
Total 199
feedbacks of teachers in terms of assessment for learners when grouped according to age
is rejected.
According to Sex
Table 12b shows the differences between teachers’ feedbacks on the use of
Table 12b discloses that female got the highest mean rank of 100.93, 100.88,
101.80 and 105.35 in all areas of teachers’ feedbacks on the use of modules in terms of
production, content, assessment for learners and distribution and retrieval respectively.
All the p-values
Table 12b
Differences Between Teachers’ Feedbacks on the Use of Module According

to Sex, n=199
104
Variables Sex N Mean z- df p- Description Decision

rank value value
Production Male 21 92.10 0.444 1 0.505 NS Not Rejected
Female 178 100.93
Total 199
Content Male 21 92.55 0.396 1 0.529 NS Not Rejected
Female 178 100.88
Total 199
Assessment Male 21 84.74 1.662 1 0.197 NS Not Rejected
for Learners Female 178 101.80
Total 199
Distribution Male 21 97.07 0.061 1 0.805 NS Not Rejected
and Retrieval Female 178 100.35
Total 199
obtained (0.505, 0.529,0.197 and 0.805) are greater than 0.05 level with the decision of
Not Significant. Therefore, the null hypothesis which states that there is no significant
difference between the feedbacks of teachers when grouped according to sex is not
rejected.
According to Educational attainment
The difference between teachers’ feedback on the use of module according to
educational attainment is reflected on Table 12c.
Table 12c shows that the difference between teachers’ feedback on the use of
modules when grouped according to educational attainment, teachers with Master’s
Degree got the highest mean of 107.33 in production. The teachers with MA units have
the mean rank of 107.68 and 103.97 in content and assessment for learners respectively
while in
Table 12c
Differences Between Teachers’ Feedback on the Use of Module According to

105

attainment rank value value
Production Baccalaureate Degree 63 96.06 6.817 3 0.078 NS Not Rejected
Total 199
Content Baccalaureate Degree 63 95.45 5.823 3 0.121 NS Not Rejected
Total 199
Assessment Baccalaureate Degree 63 97.58 3.246 3 0.355 NS Not Rejected
for Learners With MA units 101 103.97
Total 199
Distribution Baccalaureate Degree 63 105.03 1.968 3 0.579 NS Not Rejected
and With MA units 101 98.90
Retrieval Master’s Degree 32 97.20
Total 199
distribution and retrieval, teachers with baccalaureate degree got the mean rank of
105.03. All the p-values obtained (0.078, 0.121, 0.355 and 0.579) are greater than 0.05
level with the decisions of Not Significant. Thus, the null hypothesis which states that
there is no significant difference between the feedbacks of teachers in all areas according
to educational attainment is not rejected.
According to Position
106
The difference between teachers’ feedback on the use of module according to
position is reflected on Table 12d.
Table 12d

to Position, n=199
rank value value
Production Teacher I 126 101.23 0.877 4 0.928 NS Not Rejected
Teacher II 33 92.36
Total 199
Content Teacher I 126 103.49 3.973 4 0.410 NS Not Rejected
Teacher II 33 101.86
Total 199
Assessment Teacher I 126 103.42 5.012 4 0.286 NS Not Rejected
for Learners Teacher II 33 91.20
Total 199
Distribution Teacher I 126 103.17 2.283 4 0.684 NS Not Rejected
and Teacher II 33 88.64
Retrieval Teacher III 25 101.04
Total 199
Table 12d gives the feedbacks of teachers that during the implementation of
modular learning, the highest mean rank is 104.62 with the p-value of 0.928 rated by the
107
teachers who belong to Teacher-III in production while Teacher I got the mean rank of
103.49 and 103.42 in content and assessment for learners respectively. Whereas in
distribution and retrieval the mean rank is 124.00 rated by the Master Teacher. All areas
have No Significant difference; thus, the null hypothesis which states that there is no
significant difference between the feedback of teachers when grouped according to
occupation is not rejected.
According to Tribe
The differences between teachers’ feedbacks on the use of module according to
tribe are presented in Table 12e.
Table 12e

to Tribe, n=199
Variables Tribe N Mean rank z-value df p-value Description Decision

Production Ilonggo 164 98.86 3.771 3 0.287 NS Not Rejected
Cebuano 27 109.70
Ilocano 2 32.50
Muslim 6 110.00
Total 199
Content Ilonggo 164 97.65 2.349 3 0.503 NS Not Rejected
Cebuano 27 108.19
Ilocano 2 145.50
Muslim 6 112.17
Total 199
Assessment for Ilonggo 164 98.02 1.146 3 0.766 NS Not Rejected
Learners Cebuano 27 109.22
Ilocano 2 103.50
Muslim 6 111.58
Total 199
Distribution Ilonggo 164 100.15 2.977 3 0.395 NS Not Rejected
and Retrieval Cebuano 27 95.04
Ilocano 2 60.00
Muslim 6 131.50
Total 199
108
The result showed that Cebuano teachers got the highest mean of 109.70 and
109.22 in the areas of production and assessment for learners respectively. Further, the
Ilocano teachers got the mean rank of 145.50 in the content and Muslim teachers for
distribution and retrieval with a mean rank of 131.50. All the p- value obtained was
greater than 0.05 level of significance where the decisions are Not Significant. Therefore,
the null hypothesis which states that there is no significant difference between the
feedbacks of teachers when grouped according to tribe is not rejected.
Differences Between Parents’ Feedbacks on the Use of Module According to Age,

Sex, Occupation and Educational Attainment
The following results deal on the differences between parents’ feedbacks on the
use of modules in terms of age, sex, schooling children, occupation and educational
attainment. These can be gleaned in Tables 13a,13b, 13c and 13d.
According to Age
Using the Kruskal-Wallis test, Table 13a presents the differences between
teachers’ feedbacks on the use of modules according to age group.
Data in Table 13a reveal that there is No Significant difference between parents’
feedbacks on the content and assessment for learners at the age bracket of 32- 39 with the
mean rank of 62.34 and 61.60 with a z- value of 2.562 and 2.202, df of 3 and p- value of
0.464 and 0.532 respectively. This shows that the null hypothesis which states that there
is no significant difference between the feedbacks of parents when grouped according to
age is not rejected.

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Table 13a
Differences Between Parents’ Feedbacks on the Use of Module According to

Age, n=112
Variables Age N Mean rank z-value df p-value Description Decision

32-39 38 62.34
40-47 29 54.23
48 and above 19 48.47
Total 112
Assessment 24-31 26 56.85 2.202 3 0.532 NS Not Rejected
for learners 32-39 38 61.60
40-47 29 49.88
48 and above 19 54.97
Total 112
According to Sex
The differences between parents’ feedbacks on the use of module according to sex
is reflected in Table 13b.
Table 13b
Differences Between Parents’ Feedbacks on the Use of Module

According to Sex, n=112
Variables Sex N Mean rank z- df p- Description Decision

value value
Content
Male 18 67.63 2.507 1 0.121 NS Not Rejected
Female 94 54.42
Total 112
Assessment Male 18 75.14 7.088 1 0.008 S Rejected
Female 94 52.93
Total 112
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Table 13b shows that male got the highest mean rank in all areas of feedbacks on
the use of modules when grouped according to sex of 67.6 and 75.13 respectively, with
the z values of 2.507 and 7.088 with the degrees of freedom of 1 and the p- values of
0.121 and 0. 008.Therefore, the null hypothesis which states that there is no significant
difference between the parents’ feedback on content when grouped according to sex is
not rejected. However, there is ignificant difference between the parents’ feedback on the
assessment for learners when grouped according to sex. Therefore, the null hypothesis
which states that there is significant difference between the feedbacks on the assessment
for learners is rejected.
According to Occupation
Table 13c reflects the difference between parents’ feedbacks on the use of module
according to occupation.
Table 13c discloses that in the area of content, self- employed got the highest
mean of 66.90 with z- value of 5.704, df of 8 and p- value of 0.680 higher than 0.05 level
of significance. Therefore, the null hypothesis which states that there is no significant
difference between the feedbacks of parents when grouped according to occupation is not
rejected. In the assessment for learners, the occupation with highest mean of 74.83 is on
farmer with z-value of 7.088, df of 8 and p- value of 0.031 higher than 0.05 level
significance. Therefore, the null hypothesis which states that there is significant
difference between feedbacks of parents on assessment for learners when grouped
according to occupation is rejected.

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Table 13c

According to Occupation, n=112
Variables Occupation N Mean z- df p- Description Decision
rank value value
Content Employed 23 53.43 5.704 8 0.680 NS Not Rejected
Unemployed 7 63.79
Housewife 48 56.28
OFW 2 39.75
Government 6 52.33
Official
Total 112
Assessment Employed 23 40.93 16.912 8 0.031 S Rejected
for Learners Unemployed 7 70.29
Housewife 48 57.83
OFW/Overseas 2 41.25
Filipino (OFW)
Government 6 47.75
Official
Total 112
The difference between parents’ feedback on the use of module according to
educational attainment is reflected on Table 13d.

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Table 13d

According to Educational Attainment, n=112

Attainment rank value value
Content Elementary level 10 47.45 3.802 7 0.802 NS Not Rejected
Elementary 6 54.00
graduate
High School 16 50.44
level
graduate
Master’s 1 50.50
graduate
Vocational 1 16.00
Education
Total 112
Assessment Elementary level 10 62.35 13.011 7 0.072 NS Not Rejected
for Learners Elementary 6 55.83
graduate
level
graduate
Master’s 1 36.00
graduate
Vocational 1 2.00
Education
Total 112
Table 13d shows that parents who are College level got the highest mean rank of
61.41 with the z- value of 3.802, df of 7 and p- value of 0.802 in the area of content,
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while High School Graduate parents in the area of assessment for learners with a mean of
69.07.
All the p-values obtained (0.802 and 0.072) are greater than .05 level of significance
where the decision is Not Significant. Therefore, the null hypothesis which states that
there is no significant difference between the feedback of parents on the use of modules
in terms of content and assessment for learners when grouped according to educational
attainment is not rejected.
Relationship between Teachers’ Experiences and Feedbacks on the

Use of Modules in terms of Production, Content, Assessment
for Learners and Distribution and Retrieval
The relationship between teachers’ experiences and feedbacks on the use of
retrieval using Spearman rho can be gleaned in Table 14.
Table 14
Relationship between Teachers’ Experiences and Feedbacks on the Use of Modules in

terms of Production, Content, Assessment for Learners and Distribution and Retrieval
Using Spearman rho
Experiences Feedbacks
Production Content Assessment for Distribution Interpretation Decision
Learners and Retrieval
r- p-value r-value p- r-value p- r-value p-
value value value value
Production 0.140* 0.049 S Rejected
Content 0.534** 0.000 S Rejected
Assessment 0.488** 0.000 S Rejected

for Learners
Distribution 0.549** 0.000 S Rejected
and Retrieval
*Correlation is significant at the 0.05 level (2 tailed)
**Correlation is significant at the 0.01 level (2-tailed).
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Table 14 presents the relationship between the experiences and feedbacks of
teachers on the use of modules in terms of age, sex, educational attainment,
occupation/designation and tribe. The relationship between the experiences and
feedbacks of teachers in terms of production, content, assessment for learners and
distribution and retrieval have No Significant which all the p-value obtained is less than
0.05 and 0.01 level
of significance where the decisions are significant. Therefore, the null hypothesis which
states that there is no significant relationship between the experiences and feedback of
teachers on the use of modules are rejected.
Relationship between Parents’ Experiences and Feedbacks on the Use of Modules in

Terms of Content and Assessment for Learners
The relationship between parents’ experiences and feedbacks on the use of
modules in terms of content and assessment using spearman rho can be seen in Table 15.
Table 15
Relationship between Parents’ Experiences and Feedbacks on the Use of Modules in

terms of Production, Content, Assessment for Learners and Distribution and Retrieval
Using
Spearman rho
Experiences Feedbacks Description Decision

Content Assessment for Learners
r-value p- value r-value p-value
Content 0.341** 0.001 S Rejected
Assessment for Learners 0.371** 0.000 S Rejected
**Correlation is significant at 0.01 level (2-tailed).
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Table 15 discloses the relationship between the experiences and feedbacks of
parents on the use of modules in terms of content and assessment for learners. It shows
that there is a Significant relationship between the experiences and feedbacks of parents
in terms of content with an r- value of 0.341** and p-value of 0.001 and for the
assessment for learners has an r- value of 0.371** and p- value of 0.000. Therefore, the
null hypothesis which states that there is significant relationship between the experiences
and feedback of parents on the use of modules in terms of content and assessment for
learners is rejected.
Recommendations to Improve Instruction Using Modules
Teachers’ Recommendations
The result of the teachers’ rating on recommendation is shown in Table 16.
Table 16
Items Frequenc Rank
y
School Head should allocate budget from the MOOE for the production, delivery and 591 1
retrieval of modules.
Department of Education should improve Internet connectivity so that teachers can access 697 2
and downloads modules and other learning materials.
Intensify parents’ orientation on how to conduct mentoring of their children. 856 3
Parents should communicate with teachers regarding the problems of their child/children on 874 4
the use of modules.
There should be regular provision of school supplies from the principal for the production of 900 5
modules.
School administrator should allocate budget for the learning materials of the pupils. 970 6
Local Government Unit should identify and assign para-teacher in every purok in 1020 7
their place to assist or guide learners who find difficulty in answering the modules
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Conduct home visitation to pupils for noncompliance/submission of modules 1141 8
Master Teacher should review the content of the modules before reproduction. 1207 9
Nine items were listed as recommendations. The number 1 recommendation of
teachers is that School Head should allocate budget from the MOOE for the production,
delivery and retrieval of modules with the frequency of 591 and rank 1, next is the
statement Department of Education should improve Internet connectivity so that teachers
can access and downloads modules and other learning materials, ranked 2.
The least of the recommendations is the statement Master Teacher should review
the content of the modules before reproduction with a frequency of 1207 with the rank of
9.
Parents’ Recommendations
The result of the parents’ rating on recommendation is shown in Table 17.
Table 17
Recommendations Frequency Rank
Topics should be supported with enough examples. 104 1.5
Teachers should review the content of the module and incorporate more examples. 104 1.5
Instructions in every exercise or activity must be clear and easy to understand. 103 3.5
All parents should give time to teach their child/children diligently and patiently. 103 3.5
Teachers must make sure that all lessons or activities are appropriate to the needs of the 99 5.5
learners.
Teachers should give time to assist parents on how to do difficult task. 99 5.5
Printed pictures, graphs and other illustrations should be attractive and colorful to catch 98 7.5
the attention of the learners.
Resources of the different activities should be locally available. 98 7.5
Master Teachers should evaluate the modules if appropriate to the grade level of 96 9.0
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learners.
Reduce activities in every week 95 10.0
All parents should strive to cultivate pupils’ independent learning 94 11.5
Teachers should provide learning materials to be used by parents in mentoring the 94 11.5
learning activities of their child/children
Teachers should integrate values education on the learning task that will develop 92 13.0
learners
to become locally responsive and globally competitive
There should be orientation for parents on how to conduct mentoring of their child/ 91 14.5
children.
Learning activities should be interactive, flexible and responsive to 91 14.5
individual needs.
Result of the formative and performance task should be returned immediately. 84 16.0
There were 16 items listed as recommendations, the top recommendations of
parents are: Topics should be supported with enough examples and Teachers should
review the content of the module and incorporate more examples with the ranks of 1.5,
next are the statements Instructions in every exercise or activity must be clear and easy to
understand and All parents should give time to teach their child/children diligently and
patiently with the ranks of 3.5. The least of recommendations is the last statement which
states that Result of the formative and performance task should be returned immediately
with a frequency of 84 and number 16 in rank.

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Chapter 4
Discussions
This chapter includes the discussions of the statistical treatment of the data,
literature and studies support, summary of findings, conclusions and recommendations
based on the research problems pursued.
Profile of the Respondents
Based on the results, most of the teachers’ ages ranged from 32 to 41 years. This
revealed that the teachers are physically fit and energetic in their teaching career. This
implies that teachers are active and enthusiastic to face the challenges in the
implementation of the modular learning. The findings support the study of Alufohai and
Ibhafidon (as cited in Abas et.al., 2018) that teachers in their thirties and forties are more
vibrant and energetic in doing their responsibilities than younger and season teachers. In
terms of sex, majority of the teachers are female. This means that a greater number of
female teachers teaching in elementary schools of Aleosan compared to male teachers.

119
This implies that teaching profession is female dominated in the Municipality of Aleosan.
This finding supports the study of Bongco and Abenes (2019) that most of the teachers in
elementary and secondary level are female. Furthermore, the statement of TALIS (2013)
revealed that the majority of the teaching personnel for most countries at all levels of
education were represented by women. Added to this, Regalado (2017) stated that
teaching is a woman-dominated profession in the Philippines, based on census results.
Female school instructors outnumber male teachers in both public elementary and
secondary schools.
For educational attainment, most of the teachers have MA units and a few have
doctoral units. It shows that many teachers are pursuing further education. This implies
that teachers want to be more knowledgeable and effective in their teaching profession.
They earning their masters’ and doctoral units to help them improve their career and
become professionally competent. This conforms to the statement of Shulginger (2017)
who said that teachers having a master’s degree can help them to be a valuable employee,
succeed in the career and gain specialized knowledge to advance in the field. It also
shows dedicated teacher to enhance their expertise and credibility and help them become
more competitive in their field. With regards to teaching position, Teacher I reflected the
highest frequency of respondents, while Master Teacher got the lowest frequency. It
means that majority of the teachers in Aleosan elementary school are not yet promoted or
reclassified to the next rank. This implies that most of the teachers did not complete the
requirements to be promoted for the higher position.

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Lastly, majority of the teachers teaching in elementary schools of Aleosan are
Ilonggo which means that most of the respondents who are also residents of the
Municipality are Ilonggo. This implies that Aleosan Municipality is an Ilonggo
community.
For parents, majority of them are ages from 32-39 and have child/children
enrolled from Grade 1 to Grade 6. This means that parents are capable to mentor and
assist their child/children in the learning activities given in the modules which implies
that parents are very much capable to assist their child/ children in their learning
activities. In terms of sex, most of the parent respondents are female. This implies that
most of the mothers are the ones in charge of helping their child/ children in the learning
tasks given in the modules than the father. From the FGD, the respondents said that
majority of the mother’s assist and monitor their child/children in answering the modules
rather than the father.
For the educational attainment of the parents, majority of them are High School
graduate which means that parents can assist/facilitate and provide better learning
environment to their child/children at home. This gives an implication that most of the
parents of elementary pupil attended school and capable to facilitate their Grade 1 to
Grade 6 child/children in the modular learning. It affirms the study of Kean et al. (2021)
that parents' educational attainment creates a foundation that indirectly supports children's
academic success through parents' ideas about their children's aspirations, as well as the
cognitive stimulation that parents provide in and outside of the home setting. For the
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number of children going to school, majority of the parents have only one child enrolled
for the school year 2020-2021 in the elementary level. This means that most of the
respondents have only one child to mentor and assist in the learning activities given in the
modules.
The data also show that most of the parents are housewives which means that
most of the parents are just at home doing household chores, therefore they are in charge
in teaching and guiding their child/ children in answering the task or activities in the
modules. This implies that the mothers have more time to facilitate their child/children in
accomplishing the task in modular learning.
Experiences of Teachers on the Use of Modules in terms of Production, Content,

Assessment of Learners and Distribution and Retrieval
Production
The data revealed that teachers strongly agree that the production of learning
materials is done weekly. This denotes that teachers do their responsibility of delivering
instructional materials to the pupils regularly so the latter have materials to use in the
modular learning. This implies that teachers are doing their tasks regularly and
religiously. This affirmed the statement of Eios (as cited by Codamon, 2020) that for
printed modular learning, teachers prepare learning materials weekly, along with study
guides and other resources for modular distance learning, and these materials are
accompanied by quality assured instructional packets, in which parents/guardians or para
teachers meet with the teacher and receive instructions and learning materials to be
completed by the learner for the week. Furthermore, the study of Gueta and Janer (2021)
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mentioned that teachers do not have enough time in printing SLMs and modules because
they are scheduled every week to print. From the Focus Group Discussion, participants
revealed that they have to print modules weekly since they have skeletal schedule in
reporting to school and some of the teachers brought printer in their houses to print at
night.
The second highest item in the production of learning materials is I utilize MOOE
of the school for production which teachers agree. This indicates that respondents are
agreeable that they are given budget allocation for the production of modules. This
implies that teachers are well supported by their administrators in terms of production.
This opposed the findings of Arroyo (2020) who mentioned that the MOOE’s allocation
for materials in the production of modules was limited were teachers use their own
money to purchase learning materials for the production of modules.
Added to this, a teacher in the Focus Group Discussion (FGD) said that at first
MOOE was not enough to purchase learning materials. They resorted to soliciting
materials from the alumni, local officials, close friends and stakeholders, and they also
spent their own money to buy ink; however; later on, they were refunded from the
MOOE budget.
The third highest item in production is I maximized my personal printer to
jumpstart the production which teachers agree. Data indicate that some of the teachers
used their own printer to print modules and learning activities of the students. This gives
an implication that they are willing to use their personal printer just to produce learning
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materials on modular distance. It conformed to the study of Agayon (as cited by
Malipot,2020) that some of the teachers used their personal printer just to start up the
reproduction of modules to meet the deadline for the distribution of modules. However,
focus group participants showed that few of them used their personal printer though the
school provide printer to be used for printing modules and learning activities in their
skeletal schedule for modules reproduction.
Conversely, in the production of learning materials, the item I was forced to raise
funds in a short period of time which teachers neither agree nor disagree got the lowest
mean. This shows that teachers are neutral in their attitude in raising funds for the
materials needed in the production of modules which implies that they were not required
to raise money for the learning materials in a short period of time. Such finding is
contradictory to the study of Emergency Response Integration Center (2020) that the
schools were forced to find ways to raise funds in so short a time, and the school resorted
to asking private assistance. Furthermore, Malipot (2020) pointed out that teachers
resorted to soliciting private donations and maximizing their personal printers just to start
up the reproduction of modules to meet the deadline for the distribution of modules. In
the Focus Group Discussion (FGD), participants support the finding that they solicited
learning materials from their close friends, alumni and barangay council and explained to
them that the solicited materials would be used for reproduction of modules and it was
emphasized that the purpose is for students’ welfare but they did not force them if they
would not contribute anything.

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The second lowest item in production of learning materials is having no access to
photocopier and printer. It indicates that majority of the teachers have an access to
printer used for printing modules. This gives an implication that printer is available and
they do not have problem in the production of the modules. This finding negates the
study of Hepline PH (2020) that not all teachers have their own printer, and that others
rely on the school printer. From the FGD, majority of the participants agreed that they
have access on photocopier and printer because the school provide them to use for
printing the learning materials for modular distance learning.
Content
The data on the content of modules, I was able to see that modules allow learners
to use other resources such as learner’s materials, textbooks, journals, activity sheets,
and study guides got the highest mean. This means that pupils have used different
resources in completing their learning task/activities which implies that other related
materials/resources or gadgets used by the learners helped them to answer difficult
activities/task and lessen their burden to do the activities. The finding is similar to the
statement of Malaya (2020) that modular learning features modified instruction that
permit students to use self-learning modules (SLMs) in print or digital format/electronic
copy, whichever is suitable to the student, and they can also use other resources. During
the FGD, the participants revealed that they allow their pupils to use books, activity
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sheets, cell phones and reading materials. Added to this, one of the participants said that
she would make learning materials and models for her students’ guide.
The second highest item was Learning activities are used to monitor the
performance of the learners indicating that the students were graded through learning
activities and assessment given by the teachers. It implies that the students’ progress is
monitored through performance task and other formative assessment. This affirmed the
statement of UNICEF (2020) that teachers go through a process called formative
assessment and performance task. It is also important for motivating students by
providing feedback on their learning progress. Learning activities are used to assess
learner’s performance. The FGD participants agreed that the result of students learning
task, summative test and assessment used to monitor students’ progress and basis for their
performance.
The third highest item was modules are prepared with sections on motivation and
assessment that serve as a complete guide for student’s desired competencies which
indicates that the teachers prepare learning activities and assessment sections as the basis
of the students to answer the activities. This gives an implication that the teacher must
indicate objectives in every learning activity and assessment for the guidance of the
students to accomplish the task. Results support the study of Anchita (2020) that the
teachers should include motivation and assessment in the modules that served as a guide
of learners to meet the given objectives. Added to this, teacher create calendars or
planners to help monitor the students’ task completion or having students grow
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comfortable with a routine to check on their classes (Cooper-Kahn and Foster as cited by
Beulah, 2020).
The findings were confirmed by the participants during the focus group
discussion. They shared that in every module distributed to the students, there are
schedule of activities, section and assessment attached to it for the guidance of the
students in answering the modules.
Whereas, the item I was able to see that glossary of terms are provided so that
learners can unlock difficult terms got the lowest mean which showed that teachers do
not provide supplementary words or dictionary to answer the modules. Finding implies
that the content of the modules is simplified to facilitate common understanding by the
students for them to comprehend difficult activities in the modules. Such finding is
consonant to the of statement The Center for Development Programs in Cordillera or
CDPC (2020) which mentioned that during the first week of classes, a teachers’ focus on
instruction was to simplify the lessons by using common terms in the modules for the
students to comprehend. From the FGD, a participant said that some of the modules did
not have glossary, what she did was to make the activity simple for the pupils to
understand the lesson easily.
The next lowest mean is item modules with identified errors are being corrected
which indicates that some of the modules have grammatical errors, wrong equations and
misspelled words that lead to the learners’ confusion hence are being modified. This
implies that modules are revised and corrected by the conformance reviewers. Findings
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are in consonance with the statement of Gonzales (2020) that the department launched an
effort to address the errors in the modules, including the Error Watch platform and
engaging with third-party experts and volunteers from academia as SLM “conformance
reviewers” to receive and collate reports of errors found in the modules and forwarded to
appropriate offices for validation and correction.
FGD participants mentioned that some of the parents and students called and
texted them for clarification of the content of the modules if it is not clear; they explained
to the parent or the student the correct one. One of the participants also said that she
edited the soft copy of the learning materials which have grammatical errors and
incorrect equations before printing.
For the experiences of teachers on the use of modules in terms of assessment for
learners, the item Pupils’ learning progress can be assessed through summative exercises
and performance tasks yielded the highest mean that indicates that teachers evaluated
pupils’ improvement through summative test and performance task with the given
rubrics. This gives an implication that activities were used to assess pupils in measuring
their level of mastery. This finding supports the statement of Magsambol (2020) who
found out that the evaluation on students' learning development would be through
summative exercises and performance tasks but there are no periodical examinations for
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the school year to avoid distance cheating. It was also supported by the teachers in the
FGD that only summative test and activity sheets given to the students are recorded and
evaluated.
Next highest item was Assessment and feedback are shared responsibility among
teachers, learners and families. It indicates that teachers and parents provide support to
the learners so that they can accomplish task in answering their modules and become
independent learner and problem solver. This implies that parents and teachers joined
forces and work together to motivate and give support to the learner for positive result.
The outcome reinforces the statement of R.M. no.393, s 2020 that teachers, parents,
members of the family and other stakeholders in the community that were competent as
learning facilitator provide or support learners in the absence of classroom teachers. In
addition, parents and teachers shared responsibility to help the students learn and meet
educational goals. Parents commit to prioritizing their child’s educational goal and
teachers commit to listening and providing a space for collaboration with parents (Olivo,
2021).
This statement was confirmed by the participants during the FGD that parents,
students and learners work hand in hand for the successful implementation of modular
learning, that there is cooperation among the teachers, learners, parents and other
stakeholders. The teachers give assessment and feedbacks to the students, and the parents
assist or facilitate their child in answering modules.

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Lastly, learners who need intervention on a particular lesson are attended
through calls, text and home visitation. This shows that students or parents were
accommodated by teachers via text, phone calls, messenger and home visit specially if
they have clarification on a certain lesson or activity. This implies that the teachers find
means and strategies to address learners’ needs in a particular lesson or activities. Result
conforms to the statement of Sagarino (2020) that elementary school teachers gave their
cellphone number to the parents so that they could reach them out for any clarifications
and inquiries. Also, the teachers created group chat to cater to the parents’ queries and
concerns. The parents contact the subject teacher if they do not understand the learning
activities given. Furthermore, finding is in consonance with the study of Gueta and Janer
(2021) who stated that teachers give assistance to the learners via telephone, text message
or instant messaging, messenger, email and home visit those who need remediation and
assistance. It supported the statement of the participants in focus group discussion that
they created a group chat; gave their cellphone numbers to the parents and students’
convenience so that when they need assistance or clarification on the content of modules,
they can be easily reached.
Learners who are not capable of learning independently are assisted personally
got the lowest mean which indicates that few teachers affirm that they personally assist
students due to the general health and safety protocols’ prohibition on face-to-face
interaction. Their parents were obliged to assist their child in completing the learning
task; however, if they have questions, the teacher allowed time to answer them. This
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gives an implication that learners are challenged to do the task and learning activities
independently. Finding corroborates to the statement of Combo, Esguerra & Reyes
(2022) that some of the learners learned on their own progress and do the learning
task in the module. The teacher monitors the progress of the learners, and pupils may
ask assistance from them.
Focus group discussion participants unanimously agreed that they give assistance
to their students specially to those who have low grade or scores in the subject through
home visit. One of the participants said that they have an Individual Monitoring Plan for
slow learners and make an intervention that are appropriate to them.
For the data on distribution and retrieval, set schedule for the distribution and
retrieval of modules got the highest mean which indicates that exact day and time were
strictly emphasized during the distribution and retrieval of modules. It implies that there
is a timetable for the distribution and retrieval of modules. The result affirms the idea of
Meniano (2020) that the distribution of SLMs and work plans are given to learners
weekly as this indicates the timetable of lessons and activities the learners would have to
do every week.
It was supported by the participants during the FGD who shared that they have
schedule for the distribution of modules but, in retrieval, they gave enough time for the
parents to help their students in answering the activities given in the modules.
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The item I climbed mountains just to reach the far-flung communities got the
lowest mean which shows that most of the teachers are assigned in different sitios or
purok in lowland area and ask assistance from the barangay council for the distribution
and retrieval of modules in the far-flung area. This gives an implication that teachers did
not experience difficulty in the distribution and retrieval of modules in far-flung areas.
Finding contradicts to the result of the study of Nelz (2020) who found out that
there were teachers facing hardships distributing modules to their students living in
remote areas. They have to distribute the modules personally to help the learners with
their lessons; they even climbed mountains just to reach the poor communities. From the
FGD, the participants said that they asked help from the barangay council for the
distribution of modules specially in the far-flung areas.
Summary of Experiences of Teachers on the Use of Modules in terms of

Production, Content, Assessment for Learners and Distribution and Retrieval
In general, the overall mean and standard deviation of experiences of teachers on
the use of modules in terms of the production, content, assessment for learners and
distribution and retrieval is described as agree. This indicates that teachers showed
preparedness to face challenges on the modular learning which implies that a teacher
carries a lot of responsibilities in the modular teaching-learning process.
Experiences of Parents on the Use of Modules in terms of

Content and Assessment for Learners
Content
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In terms of content, the learning activities challenge me to assist my
child/children to the best of my ability and the contents of the modules are answered by
my child/children even if they find it difficult constitute the highest mean rating. This
shows that parents are motivated to assist their children though they find it hard to mentor
them. This implies that parents are eager to help and guide their child/children in doing
the learning activities given in the modules because it is their responsibility.
This finding affirms the result of the study of Gueta and Janer (2021) that the
parents give the best of their abilities to keep their child/children involved in meaningful
activities in modular learning approach. Similarly, the finding conforms with the findings
of the study of Manansala (2020) who learned that the parents tried their best to support
their child/children in answering the task in the modules. With the presence of the
parents, child/children are able to do the task. During the focus group discussion, one of
the participants said that it was a challenge for them to guide/ mentor their children. They
multi-task to give time to mentor their child/ children in answering the module. Their
child/children answer the module if the learning task was easy but if it is difficult, the
child/children ask assistance from them.
Lastly, the item I always explain the content of the module to my child/children
before answering the task indicates that parents expound the learning activities in the
module to their child/children for better understanding. This implies that some of the
learning activities in the modules are difficult to understand by the students that need the
guidance or assistance from the parents or more knowledgeable others (MKO). This
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conforms to the study of Azubuike et al. (2020) that parents help their children by
teaching them how to use textbooks, explain the content of the module with unclear
instructions, reading with them, and encouraging them to watch instructional videos.
The finding supports the theory by Lev Vygotsky’s (1978) on More
Knowledgeable Others (MKO) which states that the important learning by the child
happens through interacting socially with a competent instructor. The student searches for
understanding through the instructions or actions given by the parent or teacher and then
internalizes the information. The internalizing of these instructions or actions directs the
child’s accomplishment and leads to advanced thinking skills. Since parents and teachers
give clear direction or instruction, correct information and guide students in answering
the given task or activities in the modules.
The participants during the focus group discussion expressed that if the content of
the module is not clear and cannot be understood by their child/ children, they read and
explain the topic before answering the module.
The modular topics can be easily understood by the learners got the lowest mean
which indicates that parents found the items in the module very confusing. This implies
that not all the learning activities given in the modules are easy to understand. Results
support the statement of Tok (2016) who stated that learners cannot understand some of
the terms used in the subject and have lengthy readings. The questions are difficult and
there are not enough examples provided. Students have difficulty in understanding the
lessons. Correspondingly, the present result conforms with the findings of the study of
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Insorio and Macandog (2022) who found out that the students struggled in one subject in
the self-learning module in which the concepts of the subject are hard to understand and
not explained well in the SLMs. From the interview, parents said that it depends on the
learning activities in the modules. Some of the tasks given were answerable by their
child/ children and some were difficult to analyze and understand that need the assistance
of the parents. However, if the parents do not have the capability to teach their child/
children, they find individual or tutor to teach and explain the content of the modules to
their children.
From the experiences of parents on the use of modules in terms of assessment for
learners, the item Some learning activities are quite confusing that need our assistance as
parents has a description of agree. This means that parents found that learning activities
cannot be easily understood which gives an implication that parents agreed that there is
some learning task/activities in the modules with unclear instructions that made the
learners confused and needed their support. Results support the findings of the study of
Dangle and Sumaoang (2020) who found out that most of the learners are having
difficulty in this new learning modality. Learners had a hard time, and some of the given
problems are difficult to answer and no detailed explanation is provided. Furthermore,
most of the pupils cannot answer all their modules independently; that is why they need
the assistance of family members, relatives and friends.

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It was also revealed from the focus group discussion of the respondents that
parents assist their child/children in answering the modules that are difficult to
understand. Sometimes they leave the module blank and some of them called the teacher
for clarifications.
The item Assessment and grading have positive impact to pupils means that
giving grades to the pupils have a good result for the students which implies that the
result of the assessment motivated them to study their lesson more. This conforms to the
result of study of Krawczyk (2017) who disclosed that the learners are more motivated to
learn and be more involved with the learning activities and performance task in the
modules. Students get narrative feedback from the teachers and are encouraged to self-
assess their progress.
From the Focus group discussion, the participants said that their child/ children
answer their modules when they saw that their cards had low grades while children were
motivated to do their best if they have good grades.
However, the lowest mean is The modules have unclear directions that create
confusions among the learners indicating that the instruction in the modules are indistinct
which the students cannot understand. This implies that some instructions in the modules
are difficult to understand. It supports the result of the study of Salma and Rodrigues (as
cited by Dangle et al., 2020) that some modules did not have clear instructions and
explanations so pupils have difficulty in answering them. The color, print and pictures in
the modules were not clear and the provided answer lines were too short. The modules
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had a lot of exercises, and the students lack motivation and focus. These were supported
during the FGD by the parents that only minimal directions are given and not clear which
led to confusion. Hence, the parents communicated to the teacher through text to ask
clarification on the given tasks.
Summary of Experiences of Parents on the

Use of Modules in terms of Content and Assessment for Learners
The experiences of parents on the use of modules are the content and assessment
of learners. Content yielded the highest mean which indicates that the parents agreed that
most of their child/children answer the learning activities. It implies that the parents are
challenged to facilitate their child/children in their learning task to the best of their ability
and can handle the situation on the modular learning approach. In contrast, the
experiences that garnered the lowest mean is the assessment for learners. It means that
not all parents have difficulty to assist their child/ children in their learning task. This
gives an implication that some of the parents need the assistance of the adviser to
facilitate their children.
Feedbacks of Teachers on the Use of modules in Terms of Production, Content,

Assessment for Learners and Distribution and Retrieval
Production
It is shown that in terms of the feedbacks of teachers on the use of modules in
terms of production, the MOOE funds are much needed for reproduction purposes got the
highest mean indicating that MOOE funds or financial support from the government is
necessary for the production of modules and other learning materials in the
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implementation of modular learning. It implies that school administrators should provide
or allocate budget from the MOOE to help the teachers in the production of modules and
acquisition of other materials. This finding supports the policy stipulated in the Deped
Order No. 18, s.2020 on Policy Guidelines for the Provision of Learning Resources in the
Implementation of the Basic Education Learning Continuity Plan that schools may use
their regular MOOE allocations for the printing and delivery of alternative module. From
the focus group discussion, one of the participants said that MOOE funds are needed to
support for the production of materials in modular distance learning.
The second highest item was poor internet connection was added burden to teachers
which means that some of the teachers struggle on downloading modules from the Deped
Learning Portal due to poor internet connection and this gives an implication that teacher
used personal money to load their cellphones or go to internet cafe for faster internet
connection just to download the learning materials. This affirms the result of the study of
Alvarez (2021) that public school teachers worry towards modular distance learning was
poor internet connection which interrupts communication between parents, learners and
teachers. Furthermore, the present findings corroborate with the statement of Perez
(2020) who stated that in many regions, teachers said that in distance learning, they face
major problems with internet connectivity and internet speed. The majority of them paid
for internet access with their own money. In the Philippines, a more solid connection was
not commonly available, particularly in rural areas where wired connections were
unavailable. As a result, the professors chose data connectivity or a mobile network. They
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were forced to use personal funds to support remote teaching and learning technologies
and resources.
During the focus group discussion, one of the participants said that she has
difficulty on downloading soft copy of learning materials from Deped Learning Portal
due to slow internet connection. They have to find place where the internet was avaible
specially in the far-flung barangay.
The third highest mean is the item Teachers suffer from sleepless nights in the
production of modules which indicates that teachers sleep late at night to print modules
for their learners which is an added workload on their part specially to those teachers do
not know how to use printer and print modules with page order. This implies that teachers
who do their duties and responsibilities despite the struggles they encountered specially
in the production of modules. The result supports the statement of Malipot (2020) that
teachers commented that they came to school late at night to ensure printing modules on
time, while others reported using one grade level per day strategy to print, collate, and
organize learning materials on their designated weekday. Moreover, a netizen hailed a
teacher on social media for persevering late at night to produce modules for her students
(Casilao, 2020).
During the FGD, the participants verbally expressed that because of the limited
printer and skeletal schedule, the teachers brought the printer at home and printed the
modules late at night.

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However, teachers have to use their meager income for reproduction got the
lowest mean rating which means that there is allotted budget from the MOOE fund for
the materials needed for reproduction of modules and other learning materials. This
implies that the budget allocated in modular learning is enough for the preparation and
production of learning materials and distribution and retrieval. Findings oppose the
statement from The Manila Times (2020) that the expense of reproducing of the printed
modules has exhausted the schools’ funds that was why teachers were forced to dip into
their own pockets to provide the materials for their students. Although, it was mentioned
by the respondents during the FGD that they did not use their own money to produce
materials for reproduction, but they solicited from private individuals, local government
unit and stakeholders instead.
Generally, teachers agreed that the production of modules in schools was not a
problem because there was an allocated fund from the MOOE for printing and materials
needed for reproduction. This gives an implication that administrators are ready to
support the needs of their respective teachers.
Content
In terms of the content, the highest mean rating is the item there are great number
of activities per week which indicates that teachers found out that there are too many
learning tasks to be done by the students. It signifies that the learners are bombarded with
many activities to answer their modules per week. Results contradicts to the statement of
Adonis (2020) that the Department of Education (Deped) has appealed to teachers to
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make some learning module activities and exercises voluntary to prevent students from
experiencing burnout due to the number of subject requirements they must do after just one
week. Nevertheless, in the FGD, the participants said that they did not give more
additional activities for the students to answer because there are a lot of learning activities
already given in the modules. They only give summative test at the end of each quarter to
measure the learning of the students from the modules.
The second highest item was the content is properly sequenced based on Deped
Most Essential Learning Competencies (MELCs) which indicates that the coverage of the
module is in accordance with the most essential learning competencies (MELCs). This
infers that the instruction and most essential learning competencies are appropriate to the
learner’s capability to master the content of the modules. It affirms the statement of
Anchita (2020) who mentioned that modular learning is a form of distance learning that
uses Self-Learning Modules (SLM) based on the most essential learning competencies
(MELCS) provided by Deped. The participants in FGD agreed that the content of the
module was associated to the most essential learning competencies (MELCs).
The item there are not enough examples provided in every activity got the lowest
mean rating indicating that the teachers found out that the module have enough examples
in every activity. This gives an implication that the modules have lot of examples in each
activity that make the learners understand and answer the learning activities
independently. The result was contradictory to the statement of Estrada (2020) that the
examples are limited and the modules were not perfect. They differ from school to school
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and the content of the self-learning modules depend in the teachers who made it. Some
students have no problem on understanding their lessons because of a well- explained
module but others have difficulty to understand the activities. In contrast to the statement
of the participants during the FGD, they showed that there were enough examples
provided in every activity in the module were difficult to understand.
The overall mean rating of the feedbacks of teachers on the use of modules in
terms of content is agreed which indicates that they are amenable to all the items.
In terms of assessment, results revealed that the overall mean rating of assessment
for learners on feedbacks of teachers on the use of modules is also agree. The item
Students’ learning progress is assessed through summative exercises and performance
got the highest mean which shows that teachers assessed the performance of the learners
if they have mastered the learning competencies expected on them at the end of every
quarter. This gives an implication that teacher evaluation was conducted to assure that the
learners mastered the learning competencies.
This finding supports the statement of Magsambol (2020) who mentioned that the
assessment on students' learning progress would be evaluated through summative
exercises and performance tasks. DepEd officials emphasized that schools will not give
periodical examinations for this school year to avoid distance cheating. While DepEd
acknowledges the importance of periodical tests in assessing students' understanding of
the lessons, the Education Undersecretary said that the pandemic compelled them to be
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more creative and flexible in implementing summative assessment schemes without
sacrificing the assessment’s credibility.
The item learners accomplished all the learning activities themselves got the
lowest mean indicating that learners are doing or answering their modules with the
parents or more knowledgeable others; parents assisted their children do the learning
activities given. This gives an implication that assistance of the parents is needed for the
children to finish the activities in the modules. This finding negates the statement of
Fernando (2020) that parents said they cannot wait for their children to do the learning
tasks. Many parents volunteered to answer their children's module because some students
did not complete their modules on time. Their parents took the initiative to complete the
modules for their child/children and they want their child/children to get a good score in
the subject. This finding was supported from the result of the FGD. The participants
confirmed that they give enough time for the students to complete the learning tasks.
Some of the parents asked extension in the submission of the output of their child/
children.
For the feedback of teachers on the distribution and retrieval of modules, the item
I am delighted if 100% of parents return the modules on time got the highest mean which
shows that the teachers were happy when the parents do their task as partners in the
modular learning approach and the parents return the modules on the given time or days.
This signifies that returning the modules of their child/children on time help teachers to
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lessen their worries and make them feel joyful. This affirmed the statement of Luczon
(2020) that teachers said they are happy because parents are willing to embrace the
challenges in distance learning specially during the distribution and retrieval of modules.
They do their responsibilities as parents and at the same time an educator of their
child/children in the absence of the teacher. This finding was supported by the
participants during the FGD who shared that they are happy if the parents return the
module on time. However, some parents asked extension for the submission of modules
from the teachers because they did not have so much time to assist their children in
answering the modules. The teachers gave considerations and it was their duty and
responsibility to understand circumstances that arise in the retrieval of modules.
Whereas, the lowest mean was obtained by the item which states that the
Barangay officials helped facilitate in the distribution and retrieval of modules. Though
it gained the lowest mean, results revealed that the local officials rendered their service
during the distribution of modules which implies that schools’ activities were supported
by the local government units. The school tapped or coordinated with the barangay
council for the distribution of modules since they have all access in the community. This
finding conformed to the statement of Ornedo (2020) that the Department of Education
(DepEd) asked the help of local officials in the delivery of printed learning modules to
learners to facilitate distance learning amid the coronavirus pandemic. While modular
distance learning is a choice for pupils with no internet access, he noted that the
distribution of printed learning materials is another concern of DepEd. So, the schools
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asked assistance or help from the local government officials, from the barangay, and also
with the help of parent-teacher associations and teleteachers.
During the FGD, the participants said that from the start of the modular approach,
their school head had asked the assistance or help from the local officials.
Summary of Feedbacks of Teachers on the Use of Modules in terms of Production,

Content, Assessment for learners and Distribution and Retrieval
Among the four areas the feedbacks of teachers on the use of modules on the
production, content, assessment of learners and distribution and retrieval, content got the
highest mean indicating that teachers agreed that the content of the modules are based on
the Most Essential Learning Competencies in which every learning activity have lots of
examples given. This gives an implication that the learning task in the modules are
appropriate and suited to the learning capability of the learners, while production got the
lowest mean which teachers agreed indicating that teachers have different responses on
the production of modules due to the availability of the funds and materials. This implies
that the school administrator should allocate budget from the MOOE for the
implementation of the modular learning to provide enough materials in the production of
SLMs.
Feedbacks of Parents on the Use of Modules in Terms of Content

and Assessment for Learners
Content
The feedbacks of parents on content shows that the item Presence of parents
inspires and motivates learners to work hard in accomplishing learning task and
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Learning activities are complicated that need the guidance and support of the parents or
guardians got the same mean interpreted as agree. This means that the students are
interested to answer and do the learning task given in the module when their parents are
helping them. This gives an implication that learners were motivated and inspired to do
their learning task if they feel the full support of their parents.
This finding is similar to the result of the study of Vourhis, Maier, Epstein and
Lloyd (2013) who disclosed that family involvement was positively linked to children’s
literacy and math skills in preschool, kindergarten, and the early grades. It shows the
increases in children’s social- emotional skills. Children benefited when parents are more
involved and more engaged; children tend to do better academically and socially.
Furthermore, parents played an active role in the learning process in distance learning
approach. They would be the one to facilitate and guide their child/children through the
modular lessons that would be sent to their children while doing remote learning. Parents
also encourage and motivates their children to learn. Good parental support helps child to
be positive, healthy and good life long learner, Lebaste (2020).
In addition, result also corroborates with the findings of Delgado (2017) who
found out that the engagement of parents or family members is the best predictor of a
student's educational performance. Students become more motivated and develop a
passion for learning when they sense their parents' support. Teachers and parents share
responsibility for teaching pupils and work together to attain educational goals when
parents participate in the educational process.

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The finding supports the theory of ZPD on scaffolding by Lev Vygotsky (1976)
which states that the support provided by teachers and others to learners in the zone of
proximal development allows them to learn something new. From the focus group
discussion, the participants verbally aired out that their child/children are motivated to do
the learning task with their presence because they are there to ask or explain when their
children do not understand the content of the module.
On the other hand, Modules are very difficult to read due to poor production of
modules got the lowest mean which indicates that parents neither agree nor disagree that
some of the printed modules were readable and some are not. This implies that some
modules are clearly printed which parents and pupils can read clearly and some are not. It
is in consonant to the statement of Constantino, Tibayan, Quizon and Simangan (2020)
that some of the items in the modules are unreadable due to poor production while others
are. During the focus group discussion, participant said that the most of the modules were
printed clearly. Only few or there was a portion of the module that was blurred but they
just try to understand the thought of the sentence. But if not, they texted the teacher and
asked for the clarification.
The result revealed in the feedbacks of parents on the use of modules in terms of
assessment for learners that the item Children are bombarded with lots of activities, with
only limited examples, to be accomplished in a week got the highest mean. This denotes
that there were lots of activities given to the learners to accomplish which burned them
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out. It implies that students have many activities given in each module in a week with
few examples in the learning task that makes the tasks difficult to answer. This finding
affirmed the result of the study of Olivo (2021) that parents reacted to the time allocation
given in the completion of learning activities was not sufficient since the activities given
in the modules were so many for their children to accomplish.
During the focus group discussion, one of the participants said that there is a
limited example given specially in Math subject which learners and parents have
difficulty in understanding and analyzing the problems.
The second and third highest items are I have limited time to assist my
child/children in answering the learning activities and I do not have the capability to
assist in answering their modules which indicate that parents cannot mentor their children
in answering the modules because they have a lot of work and other responsibilities and
some of the parents struggled in assisting their child in their learning task. This infers that
it is an added burden to their part to teach their child in answering the learning task
specially parents who are less knowledgeable. Findings affirmed the study of Lase et al.
(2021) that even though parents do not have negative perceptions, distance learning has
increased the burden on parents. The lack of parental participation and support in the
learning of their children at home is generally due to lack of time and inability to become
teachers for their child/ children. Added to this, Anzaldo (2021) denoted that some
parents find it difficult to teach their children at home, particularly those who do not
know how to read or write, making it much more difficult to teach their children the
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lessons in their subject areas. Not every parent or guardian understands how to teach their
children utilizing modular learning. and they do not have enough time to guide their
child/children due to work and other responsibilities. The participant in focus group
discussion expressed that some of them cannot facilitate their child/children in answering
the modules because they have other obligation to do specially the basic needs of the
family and some of the parent have less knowledge.
The item I cannot help my child/children in their tests/assessments during
evening because we do not have electricity got the lowest mean. Though the item got the
lowest mean some parents still agree that they cannot assist their child/children in the
evening if there is no electricity. This implies that learners cannot perform their learning
tasks if they do not have electricity. It conformed to the statement of Santos (2020) that in
some parts of the country, particularly in an island settlement, there is no electricity in
their houses and are so remote where parents unable to assist their child/children in
answering the module. This finding contradicts the statement from FGD of the parents
that most of them have electricity in their houses and any time of the day, they can
facilitate the study of their child/children. But one of the parents shared that even if there
was no electricity, their child/children answers their test or assessment by using the gas
lamp.
Summary of Feedbacks of Parents on the Use of Modules

in terms of Content and Assessment for Learners
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Among the two areas on feedbacks of parents on the use of modules, content got
the highest mean which shows that the content is relevant to the grade level of the
learners. This gives an implication that the activities in the modules are simple and
suitable to the learnings of their children. Assessment for learners got the lowest mean
which means that parents always find ways or techniques to address all the needs of
their children in the learning task which gives an implication that parents give their full
support and are determined to help their child.
Differences Between Experiences of Teachers on the Use of Modules when

Grouped According to Selected Demographic Profile
Teachers’ Experiences According to Age
For the difference on the experiences of teachers in terms of production, content,
assessment for learners and distribution and retrieval, results indicate that there is no
significant difference between experiences on the use of modules when grouped
according to age. It means that teachers have the ability to reproduce modules on time for
their students regardless of their age. This gives an implication that teachers have skills
on how to produce their modules, distribution and retrieval of the learning materials.
Thus, the null hypothesis which states that there is no significant difference on teachers’
experiences on the use of modules when grouped according to age is not rejected. It
affirmed the study of Ismael et al. (as cited by Sivasakthi & Cham, 2018) that younger
teacher, mature and adult teacher do not differ in their teaching effectiveness and
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willingness to embrace the skills and are prepared to develop the quality of learning and
teaching.
Teachers’ Experiences According Sex
Results on the experiences of teachers in the areas of production, content,
assessment for learners, distribution and retrieval, all their responses as determined by
sex, have the p-value which are greater than level of significance which mean that the
teachers did not differ in their ratings in terms of experiences. This result implies that
both female and male teachers have the same experiences on the use of modules in terms
of production, content, assessment for learners and distribution and retrieval. Thus, the
null hypothesis which states that there is no significant difference on teachers’
experiences on the use of modules when grouped according to sex is not rejected. This
support to the study of Alvarez (2021) who stated that there are no differences on the
experiences and feedback of teachers in terms of gender.
Teachers’ Experiences According to Tribe
The results revealed that there is no significant difference on teachers’
experiences on the use of modules when grouped according the tribe. It means that
Ilonggo, Cebuano, Ilocano and Muslim have the same experiences with regards to the
production, content, assessment for learners and distribution and retrieval which implies
that regardless of the tribe, teachers have the same experiences on the use of modules in
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four areas. Thus, the null hypothesis which states that there is no significant difference on
teachers’ experiences on the use of modules when grouped according to tribe is not
rejected. Finding supports the result of the study of Branco and Chipaco (2018) that the
professional culture of teachers consists of the beliefs, values, habits, and assumed ways
of doing things that are shared within a specific group of teachers or in the teaching
community of which they are a part and can be observed in teacher relationships.
Teachers’ Experiences According to Educational attainment
All the variables obtained a p-value that is greater than 0.05. The result tells that
no significant difference was found between the measured variables. This means that
teachers perform similarly in four areas regardless of their educational attainment. Hence,
this finding implies that in this modular learning approach, teachers have the same
understanding and participation on the use of modules in terms of production, content,
assessment for learners and distribution and retrieval. Thus, the null hypothesis which
states that there is no significant difference on teachers’ experiences on the use of
modules when grouped according to educational attainment is not rejected. These
findings support the study of Salvan and Hambre (2020) that earning a master’s degree or
higher education allows teachers to be more flexible and effective in their field, although
this approach is not universally successful.
Teachers’ Experiences According to Teaching Position
The statistical results on the difference between experiences on the use of modular
learning approach when grouped according to position have no significant difference.

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This means that Masters Teachers have common experiences with Teacher I, Teacher II
and Teacher III in terms of production of modules, on the content of modules, assessing
the learners and in the distribution and retrieval of module. This implies that regardless of
their position, the respondents perform similarly on the production of modules, content,
assessment for learners and distribution and retrieval. Finding supports the study of
Ravhuhali et al. (2015) that teachers understand the value of professional development in
broadening their pedagogical and content knowledge, teaching skills, and strategies for
improving student learning
Differences Between Experiences of Parents on the Use of Modules when

Parents’ Experiences According to Age
Data show that there is no significant difference between the experiences of
parents in terms of content and assessment for learners when grouped according to their
age. It means that the parents have the same experiences with regards to assessing their
child/ children in this new normal school. This signifies that regardless of their age, the
respondents have the same responses on the use of modules in the content and assessment
of their child/ children. Thus, the null hypothesis which states that there is no significant
difference on teachers’ experiences on the use of modules when grouped according to age
is not rejected. Finding supports the study of Nyanamba et al (2021) who stated that
parents are motivated to support and supervised their child/ children in their remote
learning and create an environment that are conducive for child’s learning.
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Parents’ Experiences According to Sex
For the difference on the experiences of parents on the use of modules in terms of
content and assessment for learners. All their responses as determined by sex, have the p-
value which are greater than .05 level of significance which mean that the parents did not
differ in their ratings in terms of experiences. This result gives an implication that both
female and male parents considered all the areas of experiences on the use of modules to
be necessary in handling modular learning problems like understanding the content of
modules and assessing their child/children in answering the activities/ task in the
modules. Moreover, results of the study is in consonance with the findings of the study
Bubic and Tosic (2016) who revealed that parental attitudes towards their children’s
education is an important predictor of modelling behaviors, where their gender predicted
reinforcement behaviors in which the participation of the parent in their child’s education
was relevant contributor to their children’s academic achievement.
Parents’ Experiences According to Occupation
The statistical results revealed that all areas on the use of module have no
significant difference, thus, the null hypothesis which states that there is no significant
difference between the experiences of teachers when grouped according to occupation is
not rejected. It means that parents have common experiences in terms of the content and
assessment for learners. They were challenged to assist their child/ children to the best of
their ability. This finding supports the statement of Luczon (2020) who said that parents
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are prepared in assisting and facilitating their child/children in the activities in the new
learning modality in spite of their busy schedule at home.
Parents’ Experiences According to Educational Attainment
The data revealed that in both areas on the experiences of parents on the use of
module was not significant. Thus, the null hypothesis which states that there is no
significant difference between the parents’ experiences when grouped according to
educational attainment is not rejected. Regardless of the educational attainment of the
parents, they both experienced difficulty on the modular learning approach and was
challenged to face it for the education of their child/children. This finding is consonant to
the result of the study of Kean et al. (2021) who revealed that parents educational
background provides a foundation that supports children’s’ academic achievement and
development outcomes.
Differences Between Feedbacks of Teachers and Parents on the Use of Modules

when Grouped According to Selected Demographic Profile
Teachers’ Feedbacks According to Age
The results revealed that there is no significant difference between teachers’
feedbacks on the use of modules in terms of production, content and distribution and
retrieval. It means that most of the teachers have the same reaction or comments with
regards to the printing of modules, the content and the distribution and retrieval of the
learning materials. However, in the assessment for learners, difference among

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respondents was noted. Results imply that some of the teachers cannot assess the
learners personally due to the limited face to face protocols.
Teachers’ Feedbacks According to Sex
For the difference on the teachers’ feedbacks on the use of modules in all areas
have no significant difference regardless of sex. All areas have the p-values which are
greater than the level of significance which mean that the teachers do not differ in their
ratings in terms of feedbacks. This result implies that both female and male teachers
considered all the areas vital for the implementation of modular learning approach.
Teachers’ Feedbacks According to Tribe
The result revealed that there is no significant difference between teachers’
feedbacks on the use of modules when grouped according to tribe. This shows that
regardless of their tribe all teachers have the same feedbacks. It implies that teachers
diligently fulfill their duties and responsibilities in order to keep the modular distance
learning system running.
Teachers’ Feedbacks According to Educational attainment
The result tells that no significant difference was found between the feedbacks of
the teachers on the use of modules in terms of production. It means that regardless of
educational attainment of teachers they have similar experiences on the use of modular
approach. Hence, this finding implies that teachers have the ability to facilitate the new
learning approach and can face problems. Teachers also can continue their education for
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their professional growth to develop their professional ability and improve their
understanding of educational ethics and methods.
Teachers’ Feedback According to Teaching Position
Results on feedbacks rating of teachers on the use of modules in terms of
production, content, assessment for learners and distribution and retrieval indicates that
no significant difference when respondents were grouped according to position. Results
imply that regardless of the teaching position of teachers they experience similar
problems in all areas in using modules and produce effective instructional materials that
help students in the use modular learning approach.
Differences Between Feedbacks of Parents on the Use of Modules when

Parents’ Feedbacks According to Age
From the results, there is no significant difference between parents’ feedbacks on
the content and assessment when grouped according to age. Thus, the null hypothesis
which states that there is no significant difference between parents’ feedbacks according
to age on the use of modules in terms of content and assessment for learners is not
rejected. Results imply that parents have the same experiences in the use of modular
learning approach.
Parents’ Feedbacks According to Sex
The results revealed that there is no significant difference on parents’ feedback on
the use of modules in terms of content when grouped according to sex. Therefore, the
157
null hypothesis which states that there is no significant difference between the feedbacks
of parents when grouped according to sex is not rejected. It implies that both male and
female parents have similar feedbacks with regards to modular learning approach.
However, in the area of assessment for learners, difference among respondents was
noted. Hence, the null hypothesis which states that there is a significant difference
between the feedbacks of parents when grouped according to sex is rejected. The result
implies that most of the mothers’ assist and guide their child/children in facilitating the
delivery of instruction than the fathers.
Parents’ Feedbacks According to Occupation
For the difference on parents’ feedbacks on the use of modules in terms of the
content was noted not significant. Therefore, the null hypothesis which states that there is
no significant difference between the feedbacks of parents when grouped according to
occupation is not rejected. Result implies that regardless of occupation parents have
experienced common problems with regards to the implementation of the modular
learning. While assessment for learners, the p- value is lesser than the level of
significance. Thus, the null hypothesis which states that there is significant difference
between feedbacks of parents on assessment for learners when grouped according to
occupation is rejected. It means that in terms of assessment, parents have different
feedbacks in facilitating or assessing the child/ children. This gives an implication that
the parent’s occupation is a contributing factor in facilitating learnings of their child/
children since they can support instructional needs of their children if they have good
158
income. The participants confirm the statement during the focus group discussion. One of
them said that she cannot assist her child because she was self- employed, she has a sari-
sari store. Only the time she assisted her child when she closed her store while for farmer,
their child/children were assisted during the evening.
Parents’ Feedbacks According to Educational Attainment
All the p-values obtained are greater than .05 level of significance where the
decisions are not significant in the difference between parent’s feedback on the use of
modules. Therefore, the null hypothesis which states that there is no significant difference
between the feedback of parents when grouped according to educational attainment is not
rejected. This means that regardless of the parents’ educational attainment, they have
common response to the modular learning approach. They were ready to accept the
challenges that come along the way on the use of modules. However, the respondent said
in the FGD that there is a difference when it comes to the content of modules. An
elementary level parent has less knowledge than that with the highest degree. They can
easily understand the learning task given to their child/children unlike with the
elementary grade level, they resorted to asking assistance or help from their relatives or
member of the family who are more knowledgeable.
Relationship between Teachers’ Experiences and Feedbacks on the Use

of Modules in terms of Production, Content, Assessment
for Learners and Distribution and Retrieval
159
Using Spearman Rho Correlation, the result indicated that there are a positive and
high relationships between the experiences and feedbacks of teachers on the use of
modules in terms production, content, assessment for learners and distribution and
retrieval. Therefore, the null hypothesis which states that there is no significant
relationship between the experiences and feedbacks of teachers on the use of modules is
rejected. This means that the positive experiences of teachers on modular learning give
positive feedback on the use of modules. It implies that the experiences of teachers on
modular learning can affect their feedbacks.
Relationship between Parents’ Experiences and Feedbacks on the Use of

Modules in terms of Content and Assessment for Learners
The results discussed the relationship between the experiences and feedbacks of
parents on the use of modules. The outcomes revealed that a significant relationship was
noted between the experiences and feedbacks of parents in terms of content and
assessment for learners, therefore the null hypothesis is rejected. This means that positive
or negative experiences of parents give a positive or negative feedback on the use of
modules. The findings imply that parents’ reactions, responses and readiness to embrace
the challenges on modular learning is the outcome of their positive involvements.
Recommendations of Teachers to Improve Instruction Using Modules
As rated by the respondents the most prioritized recommendation states that
School Head should allocate budget from the MOOE for the production, delivery and
retrieval of modules. It means that there must be a budget for the reproduction of
160
modules, distribution and retrieval allotted from the schools’ MOOE. This implies that
the bigger the budget allocated for production of learning materials like bond paper,
printing machine, ink and for distribution and retrieval the lesser the difficulty that will
be experienced by the teachers. The Department of Education should provide budget for
production of modules and the School Head should allocate from MOOE the production,
preparation and delivery of module. Second, internet connectivity should be improved so
that teachers can access and download modules and other learning materials (Manlangit,
Paglumotan & Sapera, 2020). The second recommendation of teachers was Department
of Education should improve Internet connectivity so that teachers can access and
download modules and other learning materials. This means that every school must have
strong internet connection so that teachers can download modules and other learning
materials which implies that fast internet connection is necessary in this new normal
school.
The present findings support the finding of the study of Agayon, Agayon, and
Pentang (2022) who revealed that the Department of Education should submit a
memorandum of understanding with the Department of Energy and the Department of
Information and Communication Technology to support electrification in remote areas
and establish strong internet connection that teachers should be able to access and
download modules and other learning materials.
From the FGD, the participants shared that the internet connection should be
improved because it was difficult for them to access and download modules specially in
161
the remote areas and the third recommendation of teacher was to intensify parent’s
orientation on how to conduct mentoring of their children. This means that parents
should be given orientation on mentoring and facilitating their children with appropriate
strategies in this new normal which implies that children can acquire learnings from them
if they apply proper mentoring and right strategies suited for them.
The finding is congruent to the finding of the study of Gumapac, Aytona and Alba
(2021) who disclosed that the school should conduct orientation to parents on mentoring
their child because they are the one to monitor, coach and tutor their child. Parents as
coach and tutor used different strategies and techniques to help their child/ children. From
the focus group discussion, the participant said that there should be an orientation of
different techniques and strategies to parents that appropriate to the needs of their
child/children.
Recommendations of Parents to Improve Instruction Using Modules
The parents had also their recommendations. The first recommendation is the
topic should be supported with enough examples. This means that the modules given to
the students must have sufficient examples in every activity/task given for better
understanding. These findings give an implication that the modules should be done and
checked carefully by experts to avoid errors and confusion. This present result affirms the
findings of the study of Dangle and Sumaong (2020) who found out that students
suggested to improve the Modular Distance Learning through the reduction of activities
from the modules, more examples for each subject, provision of colored printed modules,
162
and immediate information given by teachers on what to answer in the modules. While
the parents’ proposed solutions on Modular Distance Learning are to lessen or reduce the
activities in the modules, take out unnecessary exercises and give more examples and
explanations to each of the given activity.
The second and third recommendations of the parents are Teachers should review
the content of the module and incorporate more examples and the instructions in every
exercise or activity must be clear and easy to understand which mean that teachers
evaluate the modules’ content and include examples that are easy to understand by the
learners. At the same time the given direction and instruction must be clear which suggest
that they should be made simple and clear for easy understanding. From the focus group
discussion, the participants said that the teachers should provide examples which are
step-by-step solution and easy to understand by their child/ children.
Summary of Findings
Majority of the respondents belong to the age bracket of 32-41 years old, female
teachers with the position of Teacher-I, Master’s degree holder and mostly are Ilonggo in
tribe. For the parents, most of them are 32-39 years old, housewife, female and high
school graduate and majority of them have 1 child enrolled in elementary.
For the experiences of teachers on the use of modules in terms of the production,
content, assessment for learners and distribution and retrieval is described as agree.
Teachers showed preparedness to face challenges on the modular learning and handle
problems that arise during the implementation.

163
The parent’s experience on the use of modules in terms of content and assessment
for learners a description of agree. Parents are challenged to facilitate their child/children
in their learning task to the best of their ability and can handle the situation on the
modular learning approach.
Teachers shared similar feedback on the use of modules, stating that the content
of the modules is based on the most essential learning competencies and the learning
tasks are appropriate and suited to the learning capability of the learners, but they have
different responses on the production of modules.
Parents have similar feedback on the use of modules particularly on the module
content and assisting their child/ children with learning tasks. The content of the module
is simple, appropriate, and relevant to their child’s learning. Parents provide unwavering
support and assistance to their children in their academic endeavors.
No significant difference is noted on the experiences of teachers on the use of
retrieval when grouped according to age, sex, educational attainment,
designation/position and tribe. Experiences of parents on the use of modules in terms of
sex, occupation and educational attainment on the areas of content and assessment for
learners. However, on the area of assessment for learners in terms of sex the experiences
of male and female parents are significantly related.

164
There is no significant difference is found on the feedback of teachers on the use
of modules in the area of production, content, assessment for learners and distribution
and retrieval in terms of age, sex, tribe, educational attainment and position. In terms of
parent’s feedbacks on the use of modules there is no significant difference found when
grouped according to sex, educational attainment and occupation on the area of content
and assessment for learners. Moreover, parents’ feedback on the use of modules in terms
of sex on the area of assessment for learners is significantly different.
The relationship between the experiences and feedback of teachers on the use of
modules in terms of production, content, assessment for learners, distribution and
retrieval was significantly related. However, the relationship between parents’
experiences and feedback on the use of modules in terms of content and assessment for
learners is significantly related.
The teachers highly recommended that the School Heads should allocate budget
from the MOOE for the production, delivery and retrieval of modules and that the
Department of Education should improve Internet connectivity so that teachers can
access and download modules and other learning materials to improve the instructional
materials; the parents’ respondent recommended that topics must be supported with
enough examples, instructions in every exercise or activity must be clear and easy to
understand and teachers to review the content of the module and incorporate more
examples.
Conclusions
165
Based on the study's findings, the researcher came to the conclusion that when
modular distance learning was implemented, teachers generally agreed with their
descriptions of their experiences and feedback regarding the use of modules in terms of
production, content, learner assessment, distribution, and retrieval. They showed
readiness during implementation and were ready to handle whatever difficulties they ran
into, particularly when it came to the production of modules, evaluating learners,
distributing, and retrieving modules.
The parents agreed that the content of the modules was suitable for the learning
preferences of their kids, but their experiences with learner assessment varied in terms of
the skills and expertise of their kids as mentors. To the best of their abilities or
knowledge, parents are challenged to support or mentor their child(ren) in the learning
activities and manage situations using the modular learning approach. There were no
significant differences in terms of production, content, learner assessment, distribution,
and retrieval when teachers' experiences and feedback on the modules were grouped
according to age, sex, tribe, occupation, and educational achievement.
Parents who were classified by age, occupation, and level of education expressed
comparable experiences and input regarding the usage of content and evaluation modules
for students. However, there are no gender disparities in the opinions and experiences of
parents about the assessment of students in modular distance learning.

166
Between teachers' experiences and feedback on the use of the module, there is no
statistically significant correlation. The experiences and opinions of parents about the use
of the module are also closely related.
Recommendations
Based on the findings and conclusions of the study, the following are hereby
recommended:
1.The Department of Education should set aside sufficient funds to increase
school’s Maintenance and Other Operating Expenses (MOOE) in order to support
modular distance learning.
2. Department of Education should improve internet connectivity in every school
for faster access and download of modules and other learning materials.
3. School administrators and teachers should conduct parents’ orientation on how
to mentor their child/children in modular learning approach.
4. Parents should always help the teacher to facilitate and monitor their
child/children’s development and improvement in all learning areas.
5. Parents should always do their responsibilities in the education of their children
since they are the teachers’ partner in the holistic development of the learners.
6. Review and simplify the activities in the modules, give concrete examples of
the lesson, lessen the activities and take out unnecessary exercises.
167
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TEACHERS AND PARENTS’ EXPERIENCES AND FEEDBACKS ON THE USE

OF MODULES: BASIS FOR IMPROVED INSTRUCTIONAL MATERIALS

HELEN A. DELA CRUZ

A Thesis Presented to the Graduate School Faculty in Partial Fulfillment of the

Requirements for the Degree in MASTER OF ARTS IN EDUCATION

Major in Educational Administration

Notre Dame of Midsayap College

IN PARTIAL FULFILLMENT of the requirements for the degree in MASTER OF

ARTS IN EDUCATION (MAED), this thesis entitled:

“TEACHERS AND PARENTS’ EXPERIENCES AND FEEDBACKS ON THE

USE OF MODULES: BASIS FOR IMPROVED INSTRUCTIONAL

recommended for Oral Examination.

EVELYN A. LOPEZ, EdD NELISA S. JOROLAN, PhD

ACCEPTED as PARTIAL FULFILLMENT of the requirements for the degree in

MASTER OF ARTS IN EDUCATION, major in Educational Administration.

MICHELLE T. VIÑA, EdD

APPROVED, May 2023 by the Tribunal at the Oral Examination.

HONEYLYN M. MAHINAY, EdD

MA. LOURDES S. CANTOR, EdD MICHELLE T. VIÑA, EdD

Certificate of Authentic Authorship

it contains no materials previously published or written by another person, nor material

with whom I have worked at NDMC or elsewhere is explicitly acknowledged in the

HELEN A. DELA CRUZ

Information about the Thesis

1. Title: TEACHERS AND PARENTS’ EXPERIENCES AND

FEEDBACKS ON THE USE OF MODULES:

BASIS FOR AN IMPROVED INSTRUCTIONAL MATERIALS

1.1 Total Number of Pages 189

2. Researcher: HELEN A. DELA CRUZ

3.1 Date: May 2023

3.2 Place: Midsayap, Cotabato

3.3 Region: XII

4.1 Name: Notre Dame of Midsayap College

4.2 Classification: Private/Tertiary

5.1 Description: Teachers and Parents’ Experiences and

Feedbacks on the Use of Modules:

Basis for an Improved Instructional Materials

5.2 Degree Conferred: MASTER OF ARTS IN EDUCATION

Major: EDUCATIONAL ADMINISTRATION

6. Specific Locations Where Copies Can Be Found:

6.1 NDMC Library Midsayap, Cotabato

6.2 Graduate School, NDMC Midsayap, Cotabato

6.3 Research Center, NDMC Midsayap, Cotabato

6.4 DepEd Cotabato Division Amas, Kidapawan City

6.5 CHED Region XII Koronadal City

6.6 CHED Main Office Manila, Philippines

6.7 National Library Manila, Philippines

feedback on the use of modules in terms of production, content, assessment of learners,

distribution, and retrieval. Descriptive-correlational research design was used in the

feedback in terms of assessment for learners. No significant difference in the experiences

of teachers and parents in terms of age, sex, educational attainment, designation/position,

terms of sex and educational attainment, a significant difference was registered.

parents on the use of modules in four areas are significantly related.

Keywords: Teachers and Parents Experiences and Feedbacks, Production, Content,

assessment for Learners, Distribution and Retrieval.

Along the journey of my studies in Master of Arts in Education, I am grateful to

their time, effort, and love.

My appreciation to Mr. Isagani S. Dela Cruz, CESO V, Cotabato Schools

Division Superintendent, for allowing me to conduct my study;