Modular-Distance Learning Experiences of Public School Teachers in the Philippines: A Phenomenology

The Department of Education of the Philippines adopted Modular- Distance Learning as the main learning modality to be implemented in public schools to continuously educate its learners. The purpose of the study was to dwell on the public school teachers’ lived experiences in the Modular-Distance Learning modality. There were 45 public school teachers in Cebu Province who participated in the study. The six themes that emerged from the contextual learning experiences of the teachers were 1.) Modular-Distance Learning provides self-paced learning opportunities for learners. 2.) Teachers’ presence as facilitators of learning is still important. 3.) There is no assurance that learners are learning. 4.) Assessing, evaluating, monitoring, and feedbacking are challenging on the  part of the teachers. 5.) Making, printing, distributing, retrieving modules, and marking of answer sheets (MPDRM) are the new critical tasks of teachers. 6.) There is a scarcity of resources to support Modular-Distance Learning. The themes suggest that the Modular-Distance Learning modality is still needed to be evaluated and continuously improved to address the pressing teachers’ concerns, issues, gaps, and problems for the betterment of their experiences and for the improved delivery of quality of education in the country despite the pandemic situation.