Available Online: 13 April 2021
Chan, Joefrey R.*
Philippine Normal University, Philippines
Araullo High School, Philippines (firstname.lastname@example.org)
Marasigan, Arlyne C.
Philippine Normal University, Philippines (email@example.com)
Santander, Neil T.
DepEd, Quezon Province, Philippines (firstname.lastname@example.org)
The study explored multigrade teachers’ experiences and learning assessments on modular remote teaching during the COVID-19 pandemic. Illustrative case study qualitative research was employed in data gathering. Results uncovered multigrade teachers’ experiences and conduct of learning assessments which include: traversing arduous path where distribution and retrieval of modules are located; video lessons and supplementary reading materials were made to combat insufficient supply of learning materials and poor internet access; instances such as adversity in module distribution, erroneous modules, loss of interest among students, and resistant parents in fulfilling roles as support to their child’s learning aggravated multigrade teachers’ challenges; support of local government is significant but limited in the modular remote teaching; quality assured modules and stronger financial support would aid better modular remote teaching delivery; teacher-in-charge performs extra responsibility in doing the job of school head with teaching loads; and multigrade teachers intricately conduct learning assessments in response to community needs and adherence with the Department of Education order. It is recommended that education policy makers should review and re-assess budget allotments for modular remote teaching. Furthermore, improvement of quality-controlled modules and worksheets, prompt arrival and distribution of learning materials and provision of sufficient supply of references for multigrade teachers are highly recommended to cater better facilitation of modular remote teaching and learning assessments in times of pandemic.
Keywords: multigrade school; multigrade teachers; remote learning; learning assessment; COVID-19 Pandemic
Cite this article:
Chan, J. R., Marasigan, A. C., & Santander, N. T. (2021). Multigrade teachers’ experiences and learning assessments on modular remote teaching during the COVID-19 pandemic. International Journal of Research Studies in Education, 10(6), 95-107. https://doi.org/10.5861/ijrse.2021.6