2021 IJRSE – Volume 10 Issue 8
Available Online: 12 July 2021
Author/s:
Ogana, Emmelyn*
Emilio Aguinaldo College, Philippines (Emmelyn.ogana@gmail.com)
Abstract:
The study aimed to determine the teachers’ perception, challenges, and coping mechanisms in implementing modular learning modalities at Bagong Pag-Asa Elementary School during the school year 2020–21. Respondents were the 40 selected teachers who are handling modular distance learning. The researcher utilized non-probability sampling, specifically the purposive sampling technique, to determine the study’s respondents. The study used a descriptive research method to determine the significant difference between the extent of teachers’ perception, challenges, and coping mechanisms in implementing the modular learning modalities in terms of their Profile. More so, the study utilized the researcher-made instrument as the major tool in the study. The study found out that there were more female than male teacher-respondents; most of them were in the age range of 31–40 years old, some were married, and have a length of service seven years and below. The teachers’ agreed that the implementation of modular distance learning has an organized and clear scheduled in the distribution unscheduled of learning modules and activities. They strongly agreed that they are highly challenged in reaching out their pupils due to the pandemic to the situation. They have difficulty evaluating pupils’ works and assessing their learning tasks and output, especially in ensuring honest and valid outcomes. They are always do something to negate the stressful mind into a positive mindset. They watch TV, K-Dramas, Netflix, movies, shopping, or listening to music to overcome and cope with the new normal challenges. Finally, there is a significant difference between the extent of teachers’ challenges in implementing the modular learning modalities in terms of length of service, since the obtained p-value of 0.00 does not exceed at 0.05 level of significance, thus the null hypothesis is rejected. These teachers’ length of service significantly influences the challenges they are experiencing in modular distance learning. Meanwhile, age, sex, and civil status have no bearing on the teachers’ perception, challenges, and coping mechanisms in implementing modular distance learning.
Keywords: perception, challenges, coping mechanism, implementation, learning modalities, new normal
DOI: https://doi.org/10.5861/ijrse.2021.668
Cite this article:
Ogana, E. (2021). Teachers’ perception, challenges and coping mechanism in the implementation of modular learning modalities in the new normal. International Journal of Research Studies in Education, 10(8), 85-92. https://doi.org/10.5861/ijrse.2021.668
*Corresponding Author