COPING MECHANISM ON THE CHALLENGES MET

IN MODULAR DISTANCE LEARNING

College of Teacher Education

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

Queenie N. Iyog

Jovelyn R. Arizalita

Chirene T. Cuysona

Jonalyn P. Lecomis

JUNE 2021
 i

COPING MECHANISM ON THE CHALLENGES MET

IN MODULAR DISTANCE LEARNING

____________________

A Thesis Presented to

College of Teacher Education

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

____________________

In Partial Fulfillment of the

Requirements for the Degree in

Bachelor in Elementary Education

____________________

Queenie N. Iyog

Jovelyn R. Arizalita

Chirene T. Cuysona

Jonalyn P. Lecomis
 ii

APPROVAL SHEET

The thesis entitled “Coping Mechanism on the Challenges Met in

Modular Distance Learning”, prepared and submitted by Queenie N. Iyog,
Jovelyn R. Arizalita, Chirene T. Cuysona, and Jonalyn P. Lecomis in partial
fulfillment of the requirements for the degree of Bachelor in Elementary Education
has been examined and recommended for acceptance and approval for oral
defense.

THESIS COMMITTEE

MARIA ELENA S. MANDIN, Ph.D.

Chairman

ANALYN D. PESIDAS, Ed. D LOURENE MAY APOLINARES GALGO

Statistician Editor

MARIA KATRINA P. ALAAN

Adviser

Approved by the Examining Panel during the Oral Defense conducted on June 29,
2021 with a rating of ________.

EXAMINING PANEL

MARIA ELENA S. MANDIN, Ph.D.

Chairman

FRITZIE D. DAYOT, Ph.D. MA. CORAZON R. TATAD, Ph.D.

Member Member

Accepted and approved as partial fulfillment of the requirements for the

degree of Bachelor in Elementary Education.

June 29, 2021 ERNESTO C. RULIDA, Ph.D

Date of Oral Defense Campus Director
 iii

APPROVED:

MARIA KATRINA P. ALAAN

Adviser

MA. CORAZON R. TATAD, Ph.D. FRITZIE D. DAYOT, Ph.D.

Member Member

MARIA ELENA S. MANDIN, Ph. D.

Chairperson

MARIA ELENA S. MANDIN, Ph.D.

Dean, College of Teacher Education

Date: _____________

Respectfully submitted to:

ANTONIETA O. OCAÑA, Ph.D., Ed.D.

Professor

Date of Submission: July 8, 2021

 iv

ACKNOWLEDGEMENT

As we look on our journey, we have come to realize that there were

generous hands who helped, guided and assisted us to attain this success. We

ought to give our heartfelt gratitude.

To Dr. Maria Elena S. Mandin, Dean of the College of Teacher Education

for the support in allowing us to pursue our study.

To Ms. Maria Katrina P. Alaan, our research adviser who is very able,

sympathetic and unselfishly in giving her precious time and effort from the start

until the end.

To Dr. Antoñieta O. Ocaña, our research instructor who is behind our

accomplishment. Her dedication and commitment to her work inspired us to strive

harder.

To Dr. Bianito A. Dagatan, Schools Division Superintendent for permitting

us to conduct our research study.

To Dr. Analyn D. Pesidas, our research statistician who have helped us in

the tabulating and interpretation of the gathered data.

To Dr. Lourdes A. Mendez, Ubay I Schools District Supervisor and Dr.

Cristopher S. Bamba, Ubay Cental Elementary School Principal for allowing us to

use the said school as the locale of our study.

To Dr. Jupiter I. Maboloc, for his encouragement, guidance and expertise

in the development of our study.

 v

To Ubay I District Elementary Teachers, their patience and cooperation

helped us to make this possible.

To our family and relatives, who never cease to support us morally,

physically and financially. Their support serves as our daily motivation to keep

going despite the trials along the way. They are our source of light and inspiration

throughout the crafting of our study.

To all those who in one way or another helped us, our deepest gratitude

and appreciation.

And above all, our Heavenly Father for all the blessings He bestowed on to

us to make this work be realized.

THANK YOU SO MUCH!!!

QUEENIE N. IYOG

JOVELYN R. ARIZALITA

CHIRENE T. CUYSONA

JONALYN P. LECOMIS
The Researchers
 vi

ABSTRACT

The main thrust of this study is to determine the elementary teachers’ coping
mechanism on the challenges met in modular distance learning at Ubay Central
Elementary School for School Year 2020- 2021. This study uses the correlational
research design to determine the significant relationship between the level of
difficulty on the challenges met in the preparation, implementation and evaluation
in modular distance learning and the extent of practice on the coping mechanism
of the elementary teachers. Survey method through questionnaires were used in
order to identify challenges met in the preparation, implementation and evaluation
of modular distance learning and the elementary teachers practiced coping
mechanism. Findings show that the challenges met by teachers in modular
distance learning during the preparation,majority of the respondents claimed that
the challenges were not met; during the implementation the challenges were
occasionally met; and in the evaluation, the teachers met the challenges
frequently. As to the coping mechanism in Modular Distance Learning, the findings
revealed that majority of the respondents have practiced it at all times. As to the
relationship between the challenges met by teachers in modular distance learning
and their coping mechanism the result shows that there was no significant and
weak positive relationship between the challenges met by teachers in modular
distance learning and their coping mechanism. Although the result implies that
there is no significant relationship between the challenges met by the teachers in
modular distance learning and their coping mechanism but there are challenges in
the preparation, implementation and evaluation that were significantly felt by the
respondents which can be the focus of improving themselves to cope with the
challenges in modular distance learning specially at this challenging time where
there is no certainties. The researcher arrived with following recommendations
namely: (1) The school administrator must monitor the production of learning
modules to provide complete set to the learners. In such way that there is
continuous learning and progress for the learners; (2) Elementary teachers must
create an alternative task or activity that will suffice the needed performance of the
learners, and; (3) Elementary teachers must provide individual feedback on the
learner’s work for them to be guided and directed in the new normal class setup.
 vii

TABLE OF CONTENTS

Title page……………………………………………………………….. i

Approval Sheet……………………………………………………….. ii

Acknowledgement…………………………………………………… iv

Abstract………………………………………………………………... vi

Table of Contents…………………………………………………….. vii

List of Figure………………………………………………………….. ix

Chapter Page

1 THE PROBLEM AND ITS SCOPE

Rationale………………………………………. 1

Literature Background………………………... 3

THE PROBLEM

Statement of the Problem……………….......... 12

Significance of the Study……………………… 13

RESEARCH METHODOLOGY

Design…………………………………………… 14
Environment……………………………………. 14
Participants……………………………………... 14
Instrument…………………………………….... 15
Procedure………………………………………. 17
Statistical Treatment…………………………... 18
 viii

DEFINITION OF TERMS……………………......…. 21

2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Elementary Teachers’ Challenges in the Preparation of

Modular Distance Learning……………………………………. 22
Elementary Teachers’ Challenges in the Implementation
of Modular Distance Learning…………………………………. 24
Elementary Teachers’ Challenges in the Evaluation of
Modular Distance Learning……………………………………. 26
Elementary Teachers’ Coping Mechanism…………………... 28
Relationship Between the Challenges Met by Teachers
in Modular Distance Learning and
Their Coping Mechanism……………………………………… 31

3 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY ……………………………………………………… 32

FINDINGS ………………………………………………………. 33

CONCLUSIONS ……………………………………………….. 34

RECOMMMENDATIONS …………………………………….. 35

PROPOSED ACTION PLAN ………………………………………. 36

REFERENCE LISTS……………………………………………..…. 39

APPENDICES
A. Letters ………………………………………………. 42
B. Questionnaire ……………………………………… 51
C. Sample Data Computation …………………….…. 55

RESEARCHERS’ BIODATA ……………………………………… 56

 ix

LIST OF FIGURE

Figure Page

1 Theoretical and Conceptual Framework 4

 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

The outbreak of new coronavirus infection known as COVID-19 turned out

to be a global health emergency. It affected a lot of people, who are sick or being

killed due to the spread of the disease. It caused major threats not just in the health

sector but also in various aspects of the society. It has forced numerous changes

in the normal and usual ways of doing things specifically in the teaching and

learning process. Educational institutions have temporarily closed to reduce the

spread of infection and virus. Going to school and face-to-face classes were

prohibited and it demands the public to stay in the premises of their homes.

The traditional way of educating and acquiring knowledge was through face

to face and classroom interaction with the students to teachers and students to

students. However, with the unexpected crisis, teachers and students are no

longer allowed to meet in person. COVID- 19 pandemic rapidly altered the

traditional way in the system of education into digital platforms and modular

approaches.

Meanwhile, in the Philippines, modular distance learning is mostly used.

Modular distance learning involves individualized instruction in which learners can

use self-learning modules (SLMs) in print or digital format/electronic copy. It is the

new shape of education system. It aids the continuity of teaching for teachers and
 2

learning for students despite the distance between them. In addition, providing

quality education to every Filipino learner will still be realized. To make it

achievable, it is necessary to conceptualize child development and education and

construct systems that will meet the learners’ needs.

In order to combat the challenge in the new normal class setup, Department

of Education (DepEd) developed the Basic Education Learning Continuity Plan

(BE-LCP) stated in DepEd Order no. 0.18, s. 2020. BE-LCP ensures that learning

opportunities are provided to the learners in a safe manner, through different

learning delivery. The innovations done by the DepEd provided an opportunity for

students and teachers to continue in providing quality education despite this major

change caused by the global crisis.

This incited the researchers to conduct this study to determine the

elementary teachers’ coping mechanisms on the challenges met in modular

distance learning at San Pascual Elementary School for School Year 2020-

2021.The result of the study enables the basic education department to examine

and provide immediate solutions to the unresolved problems and challenges in the

new normal class setup.

 3

Literature Background

Distance Learning refers to a learning delivery modality, where learning

takes place between the teacher and the learners who are geographically remote

from each other during instruction. This modality has three types: Modular Distance

Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based

Instruction. (Quinones, 2020)

Furthermore, modular learning is the most popular type of Distance

Learning. In the Philippines, this learning modality is currently used by all public

schools because according to a survey conducted by the Department of Education

(DepEd), learning through printed and digital modules emerged as the most

preferred distance learning method of parents with children who are enrolled this

academic year (Bernardo, 2020).

Abernathy (2020) stated that online learning or electronic learning, is the

acquisition of knowledge which takes place through electronic technologies and

media. In simple language, e-learning is defined as “learning that is enabled

electronically”.

In TV and radio-based teaching, educational materials and instructions will

be broadcasted. DepEd TV—a program that converts self-learning modules into

video lessons that can be accessed through IBC13 and Solar Learning Outlets. It

features “teacher-broadcasters” who underwent training on how to effectively

deliver lessons via pre-recorded videos (Cantiga, 2020).

 4

Transformative learning theory

DepEd Order no. 0.18,s. 2020
“Learning begins with an experience
“Policy Guidelines for the
that leads to what is called a
Provision of Learning Resources
disorienting dilemma”.
in the Implementation of the
Basic Education Learning
(Mezirow, 2020)
Continuity Plan”
-------------------
Theory of experiential learning
“An experience is the beginning of
the new understanding”. The 1987 Constitution states
in Article XIV. Sections 1 and 2
(Kolb, 1984)

Self- Determination Theory DepEd Order No. (DO) 21, s.

“Explains the necessary context in 2019
which we are most motivated to “Policy Guidelines on the K to 12
learn”.
Basic Education Program”
(Deci and Ryan, 1985)

Teachers in Ubay Central Elementary

School for S. Y. 2020- 2021

Challenges Met in Modular

Coping Mechanism
Distance Learning

Proposed Action Plan

Figure 1 Theoretical and Conceptual Framework

 5

In Mezirow’s (2000) transformative learning theory, learning begins with

an experience that leads to what is called a disorienting dilemma (aka, cognitive

dissonance, or the discomfort that comes from realizing that current understanding

of the world does not fit with current evidence). The sudden change of traditional

teaching and learning into a modular approach has led to cognitive dissonance for

teachers and learners. Their past experiences in face- to- face classes cannot be

used in the current situation.

The theory of experiential learning by Kolb’s (1984) explains about the

experience is the beginning of new understanding. In the four-cycle model, it

begins with a learner’s experience followed by active reflection on the experience,

abstract conceptualization (that is, drawing conclusions, identifying insights,

advancing hypotheses), and active experimentation leads to learning.

Likewise, Deci and Ryan (1985) in their self-determination theory state that

individuals are most motivated to learn. Motivation for learning occurs when three

basic human needs are met. These needs are relatedness, autonomy, and

competence. In simple terms, the connection between other teachers/ learners,

awareness about the topics, and initiative to take actions in order to teach/learn,

are the things that make the teachers and learners get motivated to do to succeed

in teaching and learning.

Despite the will and motivation, there are still problems and challenges that

cannot be denied that are brought by COVID- 19 in the education system. It

drastically brought tremendous effects to the learners as well as to the educators.

 6

This research is anchored on the study of De Villa & Manalo (2020), though

they face challenges which may hamper their work, they still manage to cope with

the new normal to continue their tasks. The coping mechanisms to address the

challenges are positive well-being, time management, openness to change, peer

mentoring and collaboration.

Along with the study of Pe Dangle and Sumaoang (2020), challenges

encountered by the teachers during the implementation of distance modular

learning in the Philippines since the outbreak of the COVID-19. These main

challenges were lack of school funding in the production and delivery of modules;

incomplete modules that the Department of Education (DepEd) gave to them; they

noticed errors in the modules; they were the ones making their own modules; and

they were having difficulty in communicating with parents and students.

Fowler (2020), stated that distance Learning has led to even more out-of-

pocket spending by our nation’s teachers. In the 2020 survey of nearly 4,000

teachers found that forty-five percent of PreK-12 teachers spent more on supplies

since Distance Learning began. The average amount teachers spend out-of-

pocket on Distance Learning materials amounts to $252 this year alone.

In addition, the Negros Oriental Rep. Jocelyn Sy Limkaichong, defended the

proposed budget of DepEd, admitted that the allocated funds for the printing of the

self-learning modules was not enough. The Negros Oriental Representative said

that the Department of Budget and Management (DBM) only approved P20 billion

for the printing of the modules, only half of DepEd’s expected funding requirement
 7

for the self-learning modules. The budget under the 2021 GAB (General

Appropriations Bill) is only P20 billion. P15 billion under the regular [funds] and P5

billion under unprogrammed funds, according to Mercado (2020).

Moreover, Malipot (2020) reported about the Secretary General of Alliance

of Concerned Teachers (ACT) Raymond Basilio pointed out that “reproduction cost

is also a big problem as schools were forced to find ways to raise funds in such a

short time”. With the schools’ Maintenance and Other Operating Expenses

(MOOE) almost depleted, ACT alleged that schools resort to soliciting private

donations and maximizing teachers’ personal printers just to jumpstart the

reproduction of modules. Many reported that LGUs helped save them from the

problems, but LGU commitments in some areas were not yet delivered. Some

divisions have shared that they received a few hundred thousand pesos from the

central office for module printing but this would not even cover a tenth of the

millions of pesos needed to reproduce the modules for the first grading period.

DepEd is hopeful that schools can become less focused on written modules

as a method of providing lessons remotely to pupils, citing high prices and a

detrimental effect on the environment, as stated by Bernardo (2020).

As pointed out by Magsino (2020), despite teachers' attempts to collect

money, Secretary Briones urged the public not to give in to demands for cash

donations for the ostensible production of self-learning modules.

 8

Besides, in the study conducted by Villa and Manalo (2020), where the

participants mentioned assessment as a major challenge they face in preparing for

distance learning. In a study, teachers are worried about the equality of

assessment between distance learning and face-to-face discussions in ensuring

that the students are taking the tests under the same conditions and situations,

and students are able to submit equivalent written works and other indicators of

achievement of objectives. (Kearns, 2012). Since teachers were not trained in

distance learning during their pre service years, thinking on how to implement

different assessment strategies seems tough. Validity and trustworthiness of

students’ responses may also become an issue as distance learning cannot

provide real-time guidance of teacher-facilitator when giving examinations and

making outputs. Giving personalized feedback for students’ individual work and

formative tests is also relevant as it helps in directing students’ learning, but this

seems difficult especially for teachers with roughly 300 students in 6 classes.

Similarly, instructional delivery adds up to the major concerns as

participants said that they have only limited knowledge and skills when it comes to

ICT. This is rooted in the absence of relevant training on distance learning. The

Department of Education said that only around 40 percent of the 800,000 teachers

nationwide were trained for distance learning through the Information and

Communication Technology (ICT) unit facilitated webinar sessions, however,

Senator Francis Tolentino questioned the preparedness of the department in

conducting online distance learning. “The figure is just about 40 percent of the total
 9

public schools teaching population of more than 800,000. If the 40 percent is ready,

how about the other 60 percent?” Tolentino said (Bordey, 2020).

Furthermore, the DepEd Undersecretary Revsee Escobedo stated that the

delivery and retrieval of modules, concerned Regional Office (RO) and Schools

Division Office (SDO) should "conduct disinfection of learning materials prior to

packing and delivery" and form "stronger relationships with barangay councils that

will assist in promoting the distribution and retrieval of modules to their respective

barangays, according to Malipot (2020).

As stated in DepEd Order no. 0.18,s. in 2020, DepEd developed the Basic

Education Learning Continuity Plan (BE-LCP) to ensure that learning opportunities

are provided to the learners in a safe manner, through different learning delivery.

In line with this, the Department, through its Regional and Schools Division Offices

undertake the urgent and necessary development, production and provision of

learning resources, in accordance with its mandate.

The 1987 Constitution states in Article XIV, Sections 1 and 2, viz:

Section 1. The State shall protect and promote the right of all citizens to quality

education at all levels, and shall take appropriate steps to make such education accessible

to all.

Section 2. The State shall: (1) Establish, maintain, and support a complete,

adequate, and integrated system of education relevant to the needs of the people and

society; (2) Establish and maintain a system of free public education in the elementary and

high school levels.

 10

Pursuant to the above-cited constitutional provisions, as well as Executive

Order No. 292 or the Administrative Code of 1987, Republic Act No. (RA) 9155 or

the Governance of Basic Education Act of 2001, and RA 10533 or the Enhanced

Basic Education Act of 2013, DepEd is mandated to protect and promote the right

of access to quality basic education. Accordingly, it is legally tasked to provide a

learner-centered, inclusive, responsive, relevant, and contextualized K to 12 basic

education. In accordance with its legal mandate, DepEd has promulgated

issuances on flexible learning and materials, specifically, DepEd Order No. (DO)

21, s. 2019, or the Policy Guidelines on the K to 12 Basic Education Program. It

sets forth Flexible Learning Options (FLOs), which includes alternative delivery

modes and its corresponding learning resources that are responsive to the need,

context, circumstances, and diversity of learners.

In the study conducted by Labrado et al., (2020) the dry run or simulation of

self-learning modules which is to test the applicability and steps in the flow of

distribution had revealed minor issues and problems during the process of

implementation that was done in groups in the identified Barangay Purok Centers

of City of Naga. Teachers visited each purok in the barangay to inform the purok

official about the dry run and to assess readiness of the purok center and safety

for the distribution of self-guided modules. A survey form was filled-out with

necessary personal information of the purok president for future references. All the

data collected through the purok survey form were consolidated for monitoring and

evaluation of the Department of Education – Division Level.

 11

According to Malipot (2020), The Teachers’ Dignity Coalition (TDC) claimed

that among pressing concerns pointed out by teachers in the field is the need for

them to create modules for the implementation of blended/distance learning when

“specialists” from DepEd should be doing this.

Furthermore, Malipot (2020) reported that Alliance of Concerned Teachers

(ACT) Secretary General Raymond Basilio said that teachers are raising a myriad

of issues with the modular learning preparations and expressed disappointment

that while they have been tasked to make the activity sheets.

The result of the study conducted by Pe Dangle and Sumaoang (2020)

shows that 65% of the teachers are having difficulty in communicating with parents

because some parents do not have cell phones and some cannot afford to buy a

load all the time. Same as with the students, 75% of teachers said that it is hard to

contact other students because some have numerous social media accounts,

some are shy, and some do not have cell phones or gadgets.

The related studies, theories and legal bases will help the researchers to

gather the data intended in the study.

 12

THE PROBLEM

Statement of the Study

This study aims to determine the elementary teachers’ coping mechanism

on the challenges met in modular distance learning at Ubay Central Elementary

School for School Year 2020- 2021.

The study seeks to answer the following questions:

1. What are the challenges met by teachers in Modular Distance Learning in

terms of:

1.1 preparation;

1.2 implementation; and

1.3 evaluation?

2. What is the extent of practice on the coping mechanisms in modular

distance learning?

3. Is there a significant relationship on the level of difficulty on the challenges

met in modular distance learning and the extent of practice on the coping

mechanism of the respondents?

4. What action plan can be proposed based from the result of the study?
 13

Null Hypothesis

There is no significant relationship between the level of difficulty on the

challenges met in modular distance learning and the extent of practice on the

coping mechanism of the elementary teachers.

Significance of the Study

The researchers believe that the study would benefit to the following:

Teachers. As the direct recipients of the output, this study will help them

cope in their teaching competency in the new normal class setup.

Students. This study will greatly benefit the students for them to have well-

designed modules and there will be effective comprehension to the lesson which

helps them in answering the activities.

Parents. The findings of the study will help them facilitate and guide their

children to perform better.

School Administrators. The result of the study will help them for the

betterment of teaching and learning in the new normal.

Future Researchers. The outcome of the study may be used as their

reference data in conducting new researches related to the findings.

 14

RESEARCH METHODOLOGY

Design

This study uses the correlational research design to determine the

significant relationship between the level of difficulty on the challenges met in the

preparation, implementation and evaluation in modular distance learning and the

extent of practice on the coping mechanism of the elementary teachers. Survey

method through questionnaires will be used in order to identify challenges met in

the preparation, implementation and evaluation of modular distance learning and

the elementary teachers’ coping mechanism.

Environment

This research study will be conducted at Ubay Central Elementary School.

It is situated in the town of Ubay which is 124 kilometers from Tagbilaran City. Ubay

is subdivided into three districts where Ubay Central Elementary School belongs

to the first district.

Participants

This study will focus on the teachers of Ubay Central Elementary School.

A total of forty-one (41) teachers are there in the said school. The participants of

the study were chosen through random sampling method. Based from the result,

thirty-two (32) teachers will participate in this study.

 15

Instrument

To gather all the needed data and information, the researchers constructed

a self- made questionnaire which was based on the studies of Villa and Manalo

(2020) and Pe Dangle and Sumaoang (2020). In the development of the

questionnaire, the researchers made revisions with the approval of the research

adviser. Instructions and questions were carefully worded to refrain from any

misconceptions and to make it easier for the respondents to understand the

statements.

The questionnaire has two parts: Part I is categorized into three sections in

which it contains the relevant challenges met by the teachers in modular distance

learning in terms of: preparation, implementation and evaluation of modules; and

Part II contains the possible coping mechanisms that were practiced by the

teachers to address and have alternative solution on the challenges met in modular

distance learning.

The questionnaire was made in a checklist form wherein challenges met in

modular distance learning that are commonly encountered by the teachers and

possible coping mechanisms practiced by them were stated. To specify their

answers in each respective question, they will put a check mark on each item that

will correspond to their sincere and honest answer using the following scale. The

scale will be used as a guide in answering the questions in the questionnaire

reflecting their sincere answers.

 16

Legend:

Scaling for the challenges met in modular distance learning:

Symbol Description Meaning Weight

A Always The challenge was met at all times 4

O Oftentimes The challenge was frequently met 3

S Sometimes The challenge was occasionally met 2

N Never The challenge was not met 1

Scaling for the coping mechanism:

Symbol Description Meaning Weight

A Always The coping mechanism was practiced at all times 4

O Oftentimes The coping mechanism was frequently practiced 3

S Sometimes The coping mechanism was occasionally practiced 2

N Never The coping mechanism was not practiced 1

 17

Procedure

To make sure that the study is valid and reliable, the researchers underwent

some methods in gathering the data.

Phase 1: Preliminary Activities

The researchers formulated first a self- made questionnaire to gather the

data on the challenges met in modular distance learning and the coping

mechanisms practiced by the teachers in Ubay Central Elementary School. The

questionnaire was submitted to the adviser for corrections, comments and

suggestions.

Phase 2: Actual Activities

Letter of permission was prepared by the researchers and signed and

approved by the Bohol Island State University – Main Campus (BISU- MC),

College of Teacher Education (CTE) Dean, the Campus Director and the Schools

Division Superintendent – Division of Bohol. Indorsement Letter from the office of

the Schools Division Superintendent – Division of Bohol was also secured in

conducting the study. The pilot testing was first conducted in the two schools of

Ubay III, San Pascual and Bongbong Elementary School, in order to know the

validity and reliability of the self-made questionnaire.

 18

In the other hand, the actual data gathering was done in Ubay Central

Elementary School. The researchers presented the permission and indorsement

letter to the principal’s office in the conduct of pilot testing and actual data

gathering. Afterwards, the researchers gave the questionnaires to the office of the

school’s principal and the school’s clerk was the one who disseminated it. The

respondents were given ample time to answer the questions.

Phase 3: Post Activities

After answering, the researchers retrieved the answered questionnaires.

The data were gathered, tallied, tabulated and subjected to descriptive and

inferential statistics for the purposes of analyses and interpretation in accord to the

specific problems of the study.

Statistical Treatment

To quantify the challenges met in modular distance learning and the coping

mechanism practiced by the teachers, the data were analyzed and interpreted

using the Weighted Mean.

Formula:

WM =
 19

Where,
WM = the average weighted mean

= the total number of scores of the respondents

= number of respondents

The Spearman Rank Correlation Coefficient was utilized in order to

determine the relationship between (including its significance between the level of

difficulty on the challenges met in modular distance learning and the extent of

practice on the coping mechanism of the elementary teachers.

Formula:

Where:

rs = Spearman Rank Correlation Coefficient

∑d = sum of the squares of the difference between the rank x and y

N = sample size

6 = constant
 20

The result of the weighted mean for the challenges met in the

implementation of modular distance learning will be interpreted using the following

scale:

Symbol Description Interpretation Range

A Always The challenge was met at all times 3.4 – 4.0

O Oftentimes The challenge was frequently met 2.6 – 3.3

S Sometimes The challenge was occasionally met 1.8 – 2.5

N Never The challenge was not met 1.0 –1.7

The result of the weighted mean for the coping mechanism will be

interpreted using the following scale:

Symbol Description Interpretation Range

A Always The coping mechanism was practiced at all times 3.4 – 4.0

O Oftentimes The coping mechanism was frequently practiced 2.6 – 3.3

S Sometimes The coping mechanism was occasionally practiced 1.8 – 2.5

N Never The coping mechanism was not practiced 1.0 –1.7

 21

DEFINITION OF TERMS

Challenges. This refer to unexpected scenarios that challenges the

elementary teachers’ capacity to teach the students in a creative way despite the

distance between the teacher and students.

Coping Mechanism. It is the strategies used by the teachers in order to

cope with the challenges met in modular distance learning.

Evaluation. Refers to the checking, assessing and evaluating of the

submitted answered learning modules and the students’ academic progress.

Implementation. This refers to the delivery and releasing of the printed

learning modules to the students.

Modular Distance Learning. It is the mode of the teaching and learning

process in the new normal class setup. Through this way, providing quality

education despite the distance between the teacher and students is still possible.

Preparation. This is the tasks practiced by the elementary teachers in

preparing the student’s printed learning modules.

 22

Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter covers the presentation of the gathered data challenges met

in modular distance learning and the coping mechanism of the elementary

teachers in Ubay Central Elementary school during the academic year of the 2020-

2021. The said data were then analyzed and interpreted in accordance to the

specific problems of the study. The drawn inferences served as the basis in

formulating conclusion and recommendation.

Table 1.1

Elementary Teachers’ Challenges in the Preparation of Modular Distance

Learning
N = 32

WM D
Statements

The teacher has difficulty…

1. in having sufficient school funds for the 2.09 S
production of printed modules
2. in producing complete set of modules due to the
2.17 S
incomplete release of modules provided by the
SDO’s
2.13 S
3. in editing the word file modules
1.34 N
4. in using mobile phones
1.22 N
5. in using laptop
1.28 N
6. in using printer
7. in having stable internet connection to download 2.03 S
the ready to print file modules
1.75 N
Grand Mean
 23

Legend:

Range Description Interpretation

3.4 – 4.0 Always (A) The challenge was met at all times

2.6 – 3.3 Oftentimes (O) The challenge was frequently met

1.8 – 2.5 Sometimes (S) The challenge was occasionally met

1.0 –1.7 Never (N) The challenge was not met

As illustrated in Table 1.1, item no. 2 “The teacher has difficulty in producing

complete set of modules due to the incomplete release of modules provided by the

SDO’s”, ranked as the highest with a weighted mean of 2.17 (Sometimes). This

shows that in the preparation of the modules, the respondents’ top problem is

producing complete set of modules. Conversely, bearing the weighted mean of

1.22 (Never) is item no. 5 “The teacher has difficulty in using laptop” was rated

lowest. In which the result signifies that it is the least challenge during the

preparation because only few of the teachers have met it.

In general, the grand mean of 1.75 (Never) implies that majority of the

respondents claimed that the challenges were not met during the preparation of

the modular distance learning.

In the study by Pe Dangle and Sumaoang (2020), were the participant

mentioned that the main challenges they encountered in distance modular learning

are the incomplete modules that the Department of Education (DepEd) gave to

them and also, they noticed errors in the modules.

 24

In the study, 75% of teachers responded that the Department of Education

(DepEd) provides modules for them. However, some of them said that the modules

they gave were usually incomplete. And 95% of teachers stated that they noticed

errors in the modules and they were permitted to revise the modules with mistakes.

Table 1.2

Elementary Teachers’ Challenges in the Implementation of Modular

Distance Learning
N = 32

WM D
Statements

The teacher has difficulty…

1. in reaching out the parents or the students about
2.16 S
the getting of the new modules for the new week

2. in reaching out the parents or the students about

2.22 S
the submission of the answered modules

3. in providing complete set of modules for the entire

2.09 S
week

4. in giving exact and precise instructions to the

students regarding their activities/ performance 2.22 S
tasks

5. in giving appropriate physical performance task

2.63 O
intended for the lesson

6. in determining the needed strategy which is

2.09 S
effective for the students’ learning

2.09 S
7. in providing detailed explanation about the lesson
Grand Mean
2.21 S
 25

Legend:

Range Description Interpretation

3.4 – 4.0 Always (A) The challenge was met at all times

2.6 – 3.3 Oftentimes (O) The challenge was frequently met

1.8 – 2.5 Sometimes (S) The challenge was occasionally met

1.0 –1.7 Never (N) The challenge was not met

In the facet of the challenges met by the elementary teachers in the

implementation of modular distance learning, table 1.2 presents that item no. 5

“The teacher has difficulty in giving appropriate physical performance task

intended for the lesson” got the highest average of 2.63(Oftentimes). It

demonstrates that the participants of the study were having a hard time in providing

task that involves physical performance. The items that has the lowest average of

2.09 among the seven items are nos. 3 “The teacher has difficulty in providing

complete set of modules for the entire week”, 6 “The teacher has difficulty in

determining the needed strategy which is effective for the students’ learning” and

7 “The teacher has difficulty in providing detailed explanation about the lesson”.

The overall rating of 2.21 (Sometimes) indicates that the elementary

teachers in Ubay Central Elementary School have occasionally met the challenges

in the implementation of modular distance learning.

 26

In the study conducted by Villa and Manalo (2020), where the participants

mentioned assessment and giving appropriate physical performance task intended

for the lesson are the major challenges for distance learning. In the study, 95% of

teachers stated that they had difficulty on determining what would be the content

of performance tasks that would relate to the acquirement of the curriculum

especially on the tasks that involve physical performance. However, teachers were

given an option on how they will assess their students in other way.

Table 1.3

Elementary Teachers’ Challenges in the Evaluation of Modular Distance

Learning
N = 32

WM D
Statements

The teacher has difficulty…

2.84 O
1. in monitoring the students’ academic progress
2. in assessing the students’ strengths in answering 2.84 O
the modules
3. in assessing the students’ weaknesses in 2.88 O
answering the modules
2.22 S
4. in providing detailed explanation about the lesson
5. in evaluating the students’ level of interest in the 2.88 O
subject matter
6. in checking the students’ activities and 2.22 S
performance tasks
2.25 S
7. in rating the activities and performance tasks
2.94 O
8. in evaluating the trustworthiness of their works
Grand Mean 2.63 O
 27

Legend:

Range Description Interpretation

3.4 – 4.0 Always (A) The challenge was met at all times

2.6 – 3.3 Oftentimes (O) The challenge was frequently met

1.8 – 2.5 Sometimes (S) The challenge was occasionally met

1.0 –1.7 Never (N) The challenge was not met

As per data in table 1.3, item no. 8 “The teacher has difficulty in evaluating

the trustworthiness of their works” obtained the highest weighted mean of 2.94

(Oftentimes). This justifies that evaluating and checking the activities and tasks of

the learners is the top most challenge for the teacher in the evaluation process.

While the item nos. 4 “The teacher has difficulty in in providing detailed explanation

about the lesson” and 6 “The teacher has difficulty in checking the students’

activities and performance tasks” got the lowest with 2.22.

Therefore, the overall rating of 2.63 (oftentimes) signifies that the

challenges in the evaluation of modular distance learning frequently happened and

experienced by the teachers of Ubay Central Elementary School.

Kearns (2012), stated that since teachers were not trained in distance

learning during their pre-service years, thinking on how to implement different

assessment strategies seems tough.

 28

Validity and trustworthiness of students’ responses may also become an

issue as distance learning cannot provide real-time guidance of teacher-facilitator

when giving examinations and making outputs. Giving personalized feedback for

students’ individual work and formative tests is also relevant as it helps in directing

students’ learning, but this seems difficult especially for teachers with roughly 300

students in 6 classes.

Table 2

Elementary Teachers’ Coping Mechanism

N = 32

WM D
Statements

The teacher…
1. has positive outlook in the adjustment of the new 4 A
normal class setup
2. has an alternative learning module to maintain the 3.84 A
continuity of learning of their students
3. asks for assistance to co-teachers who are 3.16 O
competent in using mobile phones
4. asks for help to co-teachers who are capable in 3.09 O
using laptop
5. asks for assistance to co-teachers who are good 3.19 O
in using printer
6. looks and finds for place that has stable internet 3.91 A
connection to download the ready to print modules
7. sends SMS, calls, sends chat message to reach 4 A
out the parents or the students about the getting of
the new modules for the new week
8. sends SMS, calls, sends chat message for the 3.94 A
submission of the answered modules
9. provides alternative learning tool for the students 4 A

10. provides further instructions about the 3.97 A

activities/performance tasks through writing or
printing it in a separate sheet of paper
11. gives a task in which it considers the students’ 3.91 A
situation and it is a workable one
 29

12. provides feedback section for the students to 4 A

express their opinions suggestions and situations
13. has further detailed explanation about the lesson 3.97 A
through writing or printing it on a separate sheet of
paper
14. communicates to the parents or the students 3.97 A
regarding the students’ academic progress
15. provides suggestion area in the module where 3.84 A
students can write down their strengths in the new
normal class setup
16. provides suggestion area in the module where 4 A
students can write down their weaknesses in the
new normal class setup
17. provides appropriate activities that could test their 4 A
level of interest in the subject matter
18. manages the time in checking the activities/ 3.97 A
performance tasks
19. follows the appropriate rubrics in rating 3.91 A

Grand Mean 3.82 A

Legend:

Range Description Interpretation

3.4 – 4.0 Always (A) The coping mechanism was practiced at all times

2.6 – 3.3 Oftentimes (O) The coping mechanism was frequently practiced

1.8 – 2.5 Sometimes (S) The coping mechanism was occasionally practiced

1.0 –1.7 Never (N) The coping mechanism was not practiced
 30

In Table 2, it demonstrates that among the items pertaining to

elementary teachers’ coping mechanisms, item nos. 1 “The teacher has positive

outlook in the adjustment of the new normal class setup”, 7 “ The teacher sends

SMS, calls, sends chat message to reach out the parents or the students about

the getting of the new modules for the new week”, 9 “The teacher provides

alternative learning tool for the students”, 12 “ The teacher provides feedback

section for the students to express their opinions suggestions and situations”, 16

“The teacher provides suggestion area in the module where students can write

down their weaknesses in the new normal class setup” and 17 “The teacher

provides appropriate activities that could test their level of interest in the subject

matter” obtained the highest weighted mean of 4 (Always). Since it is the perfect

result, it indicates that the six coping mechanisms garnering a rating of 4 were

always practiced by the respondents in order to overcome the challenges in the

new normal class setup. On the other hand, the lowest weighted mean is 3.09

(Oftentimes) that falls on item no. 4 “The teacher asks for help to co-teachers who

are capable in using laptop”. This shows that teachers frequently ask for

assistance in terms of the proper way of handling and using laptop.

It can be deduced from table 2 which has grand mean of 3.82

demonstrates that the coping mechanisms in modular distancing learning were

always practiced as claimed by the respondents.

 31

In the study conducted by Klapproth and Federkeil (2020), were the

participants mentioned that flexibility and adaptability are important qualities that

every teacher must acquire in modular learning. Effective teachers can adjust,

change and modify teaching methodologies depending on the students’ need,

availability of resources, communication and context of environment.

Table 3

Relationship Between the Challenges Met by Teachers in Modular Distance

Learning and Their Coping Mechanism
N = 32

p-
Variables rs df Interpretation Decision
value
Challenges Met versus Not Do Not
0.123 30 0.502
Coping Mechanism Significant Reject H0

Table 4 discloses the test of relationship between the challenges met

by the teachers in modular distance learning and their coping mechanism. The

result revealed that the relationship between the challenges met by teachers in

modular distance learning and their coping mechanism is not statistically

significant, r(30) = 0.123, p = 0.502, thus failed to reject the null hypothesis. This

implies that the coping mechanisms of the teachers do not greatly affected by the

difficulties and or challenges met by them during the preparation, implementation

and evaluation of modular distance learning.

 32

Chapter 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the overview of the study, brief statement of the findings

with conclusions. On the later part of the chapter, the researcher arrived with

recommendations based on the empirical data of the findings and conclusions.

Summary

The main thrust of this study is to determine the elementary teachers’

coping mechanism on the challenges met in modular distance learning at Ubay

Central Elementary School for School Year 2020- 2021.

Specifically, the study seeks to answer the following questions: (1) The

challenges met by the teachers in Modular Distance Learning in terms of:

preparation, implementation, and evaluation; (2) The extent of practice on the

coping mechanisms in modular distance learning; (3) The relationship on the level

of difficulty on the challenges met in modular distance learning and the extent of

practice on the coping mechanism of the respondents, and; (4) An action plan to

be proposed based from the result of the study.

 33

This study uses the correlational research design to determine the

significant relationship between the level of difficulty on the challenges met in the

preparation, implementation and evaluation in modular distance learning and the

extent of practice on the coping mechanism of the elementary teachers. Survey

method through questionnaires will be used in order to identify challenges met in

the preparation, implementation and evaluation of modular distance learning and

the elementary teachers’ coping mechanism.

Findings

Based on the data analysis, the followings findings were established and

summarized as basis for inferring conclusions and providing with appropriate

recommendations:

1. The Challenges met by Teachers in Modular Distance Learning

As to the preparation in modular distance learning, majority of the

respondents claimed that the challenges were not met.

As to the implementation in modular distance learning, the

challenges occasionally met by the teachers.

As to the evaluation in modular distance learning, the respondents

frequently met the challenges.

 34

2. Elementary Teachers Coping Mechanism in Modular Distance

Learning

As to the coping mechanism in Modular Distance Learning,

the findings revealed that majority of the respondents have practiced

it at all times.

3. Relationship Between the Challenges Met by Teachers in Modular

Distance Learning and Their Coping Mechanism

There was no significant and weak positive relationship

between the challenges met by teachers in modular distance

learning and their coping mechanism.

Conclusions

With the findings being established, the researcher arrived at the following

conclusions:

The over-all result shows that the challenges in the preparation were not

met by the elementary teachers but it also revealed that the teacher has difficulty

in producing complete set of modules due to the incomplete release of modules

provided by the SDO’s was occasionally met by the respondents. In the

implementation, the challenges were sometimes or occasionally met but it shows

that the teacher has difficulty in giving appropriate physical performance task

intended for the lesson was frequently met by the respondents. In the evaluation,

it shows that the challenges were frequently met.

 35

The teacher has difficulty in evaluating the trustworthiness of student’s

works revealed that it was the most frequently met challenges. The coping

mechanism in modular distance learning was always practiced by the elementary

teachers. As to the challenges met by teachers in modular distance learning and

their coping mechanism, there was no significant relationship between the

challenges met by teachers in modular distance learning and their coping

mechanism.

Recommendations

Based on the findings and conclusions, the following recommendations are

offered:

1. The school administrator must monitor the production of learning

modules to provide complete set to the learners. In such way that there

is continuous learning and progress for the learners.

2. Elementary teachers must create an alternative task or activity that will

suffice the needed performance of the learners.

3. Elementary teachers must provide individual feedback on the learner’s

work for them to be guided and directed in the new normal class setup.
 36

PROPOSED ACTION PLAN

Rationale

The unprecedented pandemic crisis brought variety of challenges in the

teaching and learning process in the new normal class setup. The challenges met

by the teachers in the preparation, implementation and evaluation of modular

distance learning must be coped and provided with solutions to improve the

teachers’ quality of teaching despite the distance in between the learners.

Although the result implies that there is no significant relationship between

the challenges met by the teachers in modular distance learning and their coping

mechanism but there are challenges in the preparation, implementation and

evaluation that were significantly felt by the respondents which can be the focus

of improving themselves to cope with the challenges in modular distance learning

specially at this challenging time where there is no certainties.

Thus, this action plan is being proposed. In this line, the researchers hope

that this study could help the school administration and teachers to cope with the

challenges in the modular distance learning.

 37

Objectives

The proposed action plan bears the following objectives:

1. To improve the practices by the teachers in combatting the challenges met

in modular distance learning.

2. To provide alternative solutions to the challenges in modular distance

learning.

Mechanics and Implementation

After the approval of the examining panel of the undergraduate school,

Bohol Island State University – Main Campus, copies of the action plan will be

presented to the school principal/school coordinator for perusal and study for

possible implementation. The measures include in the program are suggested

thus, the authority could modify the activities fit into its existing school program.

Schedule of Implementation

It is encouraged that the action plan be implemented within this school year

to start employing the measures intended for the elementary teachers.

Monitoring and Evaluative Measure

The progress of the action plan should be accessed from time to time and

discuss during teachers’ meeting for further suggestion to improve and enforce the

implementation
 PROPOSED ACTION PLAN
38

Areas of Objectives Strategies Persons Time Success Budget

concern Involved Frame Indicator
A. Instructional To help the Conduct an Administr Start of The needed Php
Support teachers be open forum or ator, the materials for 1,500.00
provided with general principal, school teaching and
the needed and assembly school year learning
appropriate regarding the head and process will
instructional concerns by the teacher be sufficed
materials in the teacher in the and provided.
new normal new mode of the
class setup. teaching and
learning.
B. Continuing To expose the Attend trainings Administr Start of Teachers are Php 500.00
Professiona teachers to and workshops ator, the at most
l Education variety of on innovative principal, school capable of
scenarios in the teaching school year providing
modular strategies. head and solutions to
distance Attend to teachers the
learning seminars/webin challenges in
ars that promote their own
to help teachers ways to cope
to gain insights up.
in coping the
challenges.
 39

REFERENCE LISTS

Abernathy, D. (2020). Online learning or electronic learning -is the

acquisition of knowledge which takes place through electronic
technologies and media. https://www.amazon.com/Education-Fights-
Pandemic-learningAbernathy/dp/

Bernardo, J. (2020, July 30). Modular Learning most preferred parents: DepEd.
ABS-CBN News.
https://news.abs-cbn.com/news/07/30/20/modular-learning-mostpreferred-
by-parents deped

Bordey, H. (2020). 40% of DepEd teachers trained for distance learning

https://tribune.net.ph/index.php/2020/06/25/40-of-deped-teachers-
trainedfor-distance-learning/

Cantiga, Y. (2020). What is TV and Radio-Based Teaching? We Asked a

Teacher-Broadcaster!
https://www.mypope.com.ph/deped-tv-radio-based-teaching/

DepEd Order No. 12, s. 2020 - Adoption of the Basic Education Learning
Continuity Plan (BE-LCP) for School Year 2020-2021 in light of COVID-19
Public Health Emergency
https://www.deped.gov.ph/2020/06/19/june-19-2020-do-012-
2020adoption-of-the-basic-education-learning-continuity-plan-for-school-
year2020-2021-in-the-light-of-the-covid-19-public-health-emergency/

DepEd Order No. 18, s. 2020 (2020, June 19). The basic education learning
continuity plan.
www.deped.gov.ph/wpcontent/uploads/2020/06/DO_s2020_012.pd

DepEd Order No. 21 s. 2019 - Policy Guidelines on the K to 12 Basic Education

Program
https://www.deped.gov.ph/2019/08/22/august-22-2019-do-021-s-
2019policy-guidelines-on-the-k-to-12-basic-education-program/
 40

Deci, E. & Ryan (1985). Self-determination : A review using cognitive evaluation

theory. International Journal of Personality.
https://positivepsychology.com/self-determination-theory/

Fowler, S. (2020).Effects of Poverty on Education During Distance Learning.

https://www.adoptaclassroom.org/2020/06/23/effects-of-poverty-
oneducation-during distance-learning/

De Villa, J. & Manalo, F. (2020) – Secondary Teachers 'Preparation, challenges ,

and Coping mechanism in the pre-implementation of Distance learning in
the new normal.
https://scholar.google.com/scholar?coping+mechanism+for+teachers+in+
modular+learning

Kolb, D.A. (1984). Experiential learning: experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice Hall.
https://educationaltechnology.net/kolbs-experiential-learning-
theorylearning-styles/

Labrado et al., (2020): Simulation of self-learning modules:issues and Problems

encountered.
https://www.google.com/amp/s/mb.com.ph/2020/08/04/teachers-
airproblems-on modular-learning-system/

Magsambol, B (2020, May 22). No students left behind? During pandemic,

education only for those who can afford”. Rappler
hhtps://www.rappler.com/newsbreak/in-depth/261562-education-only-
forpeople-who-can-afford-coronavirus-pandemic.

Malipot,M. (2020).Reproduction cost: big problem as schools were forced to find

ways to raise funds for modular distance learning.
https://www.pbed.ph/news/

Malipot, M. H. (2020). Teachers air problems on modular learning system. Manila

Bulletin.
https://mb.com.ph/2020/08/04/teachers-airproblems-on-modular
learningsystem/
 41

Malipot,M. (2020). Teachers’ participation in module-writing for blended learning

‘crucial’- DepEd
https://www.mb.com.ph/2020/07/11/teachers-participation-in-
modulewriting-for-blended-learning-crucial-deped

Mercado, N.A. (2020).Teachers struggles in adapting distance learning.

https://technology.inquirer.net/103705/watch-high-school-teacher-
in- viralpost-talks about-struggles-of-
students-as-ph-adopts-distance- learning

Mercado, N. A. (2020). P20B budget boost for printing of DepEd’s self-learning

modules sought
https://newsinfo.inquirer.net/1348336/p20-b-budget-boost-to-fund-
depedsprinting-of-self-learning-modules-sought

Mezirow, J (2000).Transformative learning: experience leads to what is called a

disorienting dilemma.
https://www.valamis.com/hub/transformative-learning

Pe Dangle, Y. & Sumaoang,J. (2020),The Implementation of Modular Distance

Learning in the Philippine Secondary Public Schools.
http://journalcra.com/article/initial-implementation-printed-
modulardistance-learning during-covid-19

Quinones, M. T. (2020, July 3). DepEd clarifies blended, distance learning

modalities for SY 2020-2021. Philippine Information Agency.
https://pia.gov.ph/news/articles

The 1987 Constitution:Article XIV, Sections 1 and 2: The State shall protect and
promote the right of all citizens to quality education at all levels, and shall
take appropriate steps to make such education accessible to all...
https://www.officialgazette.gov.ph/constitutions/1987-constitution/
 42

APPENDICES

APPENDIX A

LETTERS

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
June 29, 2020 development, and extension service for sustainable development for Bohol and in the country.

MS. MARIA KATRINA P. ALAAN

Instructor, College of Teacher Education
Bohol Island State University
Tagbilaran City, Bohol

Dear Ma’am:

I, in behalf of BEED IV-1 students of Bohol Island State University Main Campus,
pursuing the degree of Bachelor in Elementary Education, am currently enrolled in
Research 2 (Undergraduate Thesis).

I am writing to humbly request your service and expertise to serve as the adviser
of our thesis.

I believe that your knowledge and insights will be valuable and will greatly enrich
our work.

Respectfully yours,

(Sgd.) QUEENIE N. IYOG

Thesis Leader

Noted by:

(Sgd.) ANTONIETA O. OCANA

Research Adviser

Approved by: Conforme:

(Sgd.) MARIA ELENA S. MANDIN, PhD (Sgd.MS. MARIA KATRINA P. ALAAN

Dean, College of Teacher Education Thesis Adviser
 43

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
development, and extension service for sustainable development for Bohol and in the country.

July 13, 2020

LOURENE MAY A. GALGO, LPT

Instructor, College of Teacher Education
Bohol Island State University
Tagbilaran City, Bohol

Dear Ma’am:

I, in behalf of BEED IV-1 students of Bohol Island State University Main Campus,
pursuing the degree of Bachelor in Elementary Education, am currently enrolled in
Research 2 (Undergraduate Thesis).

I am writing to humbly request your service and expertise to serve as the English
Critic of our thesis.

I believe that your knowledge and insights will be valuable and will greatly enrich
our work.

Respectfully yours,

(Sgd.) QUEENIE N. IYOG

Thesis Leader

Noted by:

(Sgd.) ANTONIETA O. OCANA

Research Adviser

Approved by: Conforme:

(Sgd.) MARIA ELENA S. MANDIN, PhD (Sgd.) LOURENE MAY A. GALGO, LPT
Dean, College of Teacher Education Thesis English Critic
 44

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
development, and extension service for sustainable development for Bohol and in the country.

September 3, 2020

ANALYN D. PESIDAS, Ed. D

Instructor, College of Teacher Education
Bohol Island State University
Tagbilaran City

Dear Sir:

I, in behalf of BEED IV-1 students of Bohol Island State University Main Campus,
pursuing the degree of Bachelor in Elementary Education, am currently enrolled in
Research 2 (Undergraduate Thesis).

I am writing to humbly request your service and expertise to serve as the

statistician for our thesis.

I believe that your knowledge and insights will be valuable and will greatly enrich
our work.

Respectfully yours,

(Sgd.) QUEENIE N. IYOG

Thesis Leader

Noted by:

(Sgd.) ANTONIETA O. OCANA

Research Adviser

Approved by: Conforme:

(Sgd.) MARIA ELENA S. MANDIN, PhD (Sgd.) ANALYN D. PESIDAS, Ed. D

Dean, College of Teacher Education Thesis Statistician
 45

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
development, and extension service for sustainable development for Bohol and in the country.

October 28, 2021

MARIA ELENA S. MANDIN, PhD

Dean, College of Teacher Education
Bohol Island State University
Tagbilaran City

Dear Ma’am:

I, together with my research group, am a fourth-year student of Bohol Island State

University Main Campus pursuing a degree in Bachelor in Elementary Education
presently working on our research entitled “Coping Mechanism on the
Challenges Met in Modular Distance Learning”.

In line with this, I am asking your permission to allow us to conduct a survey test
outside the school campus in Ubay Central Elementary School, Ubay, Bohol.

Respectfully yours,

(Sgd.) QUEENIE N. IYOG

Thesis Leader

Endorsed by:

(Sgd.) MS. MARIA KATRINA P. ALAAN

Thesis Adviser

Approved by:

(Sgd.) MARIA ELENA S. MANDIN

Dean, College of Teacher Education
 46

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
development, and extension service for sustainable development for Bohol and in the country.

October 28, 2021

ERNESTO C. RULIDA, PhD.

Campus Director
Bohol Island State University Main Campus
Tagbilaran City

Dear Sir:

I, together with my research group, am a fourth-year student of Bohol Island State

University Main Campus pursuing a degree in Bachelor in Elementary Education
presently working on our research entitled “Coping Mechanism on the
Challenges Met in Modular Distance Learning”.

In line with this, I am asking your permission to allow us to conduct a survey test
outside the school campus to Ubay Central Elementary School, Ubay, Bohol.

Respectfully yours,

(Sgd.) QUEENIE N. IYOG

Thesis Leader

Endorsed by:

(Sgd.)MS. MARIA KATRINA P. ALAAN

Thesis Adviser

Noted by: Approved by:

(Sgd.) MARIA ELENA S. MANDIN, PhD (Sgd.) ERNESTO C. RULIDA, PhD.

Dean, College of Teacher Education Campus Director, BISU-MC
 47

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
development, and extension service for sustainable development for Bohol and in the country.

November 11, 2021

DR. LOURDES A. MENDEZ

Principal
Ubay Central Elementary School
Ubay, Bohol

Dear Ma’am:

I, together with my research group, am a fourth-year student of Bohol Island State

University Main Campus pursuing a degree in Bachelor in Elementary Education
presently working on our research entitled "Coping Mechanism on the Challenges
Met in Modular Distance Learning”.

In line with this, I am as asking your permission to allow us to conduct a survey

test to the teachers of Ubay Central Elementary School.

Your approval is highly appreciated. Thank you and God bless!

Respectfully yours,

(Sgd.)QUEENIE N. IYOG
Thesis Leader

Endorsed by:

(Sgd.)MS. MARIA KATRINA P. ALAAN

Thesis Adviser

Noted by: Approved by:

(Sgd.) MARIA ELENA S. MANDIN, PhD (Sgd.) ERNESTO C. RULIDA, PhD.

Dean, College of Teacher Education Campus Director, BISU-MC
 48

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
development, and extension service for sustainable development for Bohol and in the country.

November 11, 2021

DR. CRISTOPHER S. BAMBA

Principal
Ubay Central Elementary School
Ubay, Bohol

Dear Sir:

I, together with my research group, am a fourth-year student of Bohol Island State

University Main Campus pursuing a degree in Bachelor in Elementary Education
presently working on our research entitled "Coping Mechanism on the Challenges
Met in Modular Distance Learning”.

In line with this, I am as asking your permission to allow us to conduct a survey

test to the teachers of Ubay Central Elementary School.

Your approval is highly appreciated. Thank you and God bless!

Respectfully yours,

(Sgd.)QUEENIE N. IYOG
Thesis Leader

Endorsed by:

(Sgd.)MS. MARIA KATRINA P. ALAAN

Thesis Adviser

Noted by: Approved by:

(Sgd.) MARIA ELENA S. MANDIN, PhD (Sgd.) ERNESTO C. RULIDA, PhD.

Dean, College of Teacher Education Campus Director, BISU-MC
 49

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
development, and extension service for sustainable development for Bohol and in the country.

November 1, 2021

DR. NEIL MICHAEL G. OLAIVAR

School Head
Bongbong Elementary School
Bongbong, Ubay, Bohol

Dear Sir:

I, together with my research group, am a fourth-year student of Bohol Island State

University Main Campus pursuing a degree in Bachelor in Elementary Education
presently working on our research entitled “Coping Mechanism on the
Challenges Met in Modular Distance Learning”.

In line with this, I am as asking your permission to allow us to conduct a pilot test
of our research questionnaire with the teachers of Bongbong Elementary School
for validity purposes.

Your approval is highly appreciated. Thank you and God bless!

Respectfully yours,

(Sgd.) QUEENIE N. IYOG

Thesis Leader

Endorsed by:

(Sgd.)MS. MARIA KATRINA P. ALAAN

Thesis Adviser

Noted by: Approved by:

(Sgd.) MARIA ELENA S. MANDIN, PhD (Sgd.) ERNESTO C. RULIDA, PhD.

Dean, College of Teacher Education Campus Director, BISU-MC
 50

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Main Campus
CPG North Avenue, Tagbilaran City
Vision: A premier Science and Technology University for the formation of a world class and virtuous human resource for sustainable development in Bohol and in the country.
Mission: BISU is committed to provided quality higher education in arts and sciences, as well as in the professional and technological field, undertake research and
development, and extension service for sustainable development for Bohol and in the country.

November 1, 2021

DR. DAVILIN B. CUANAN

School Head
Bongbong Elementary School
Bongbong, Ubay, Bohol

Dear Ma’am:

I, together with my research group, am a fourth-year student of Bohol Island State

University Main Campus pursuing a degree in Bachelor in Elementary Education
presently working on our research entitled “Coping Mechanism on the
Challenges Met in Modular Distance Learning”.

In line with this, I am as asking your permission to allow us to conduct a pilot test
of our research questionnaire with the teachers of Bongbong Elementary School
for validity purposes.

Your approval is highly appreciated. Thank you and God bless!

Respectfully yours,

(Sgd.) QUEENIE N. IYOG

Thesis Leader

Endorsed by:

(Sgd.)MS. MARIA KATRINA P. ALAAN

Thesis Adviser

Noted by: Approved by:

(Sgd.) MARIA ELENA S. MANDIN, PhD (Sgd.) ERNESTO C. RULIDA, PhD.

Dean, College of Teacher Education Campus Director, BISU-MC
 51

APPENDIX B

QUESTIONNAIRE

Dear Respondent,

Greetings!

We, the undergraduate researchers of Bohol Island State University, Main

Campus, Tagbilaran City, heartily ask to share with us a few minutes of your time
in answering these few questions pertaining our thesis entitled “COPING
MECHANISM ON THE CHALLENGES MET IN MODULAR DISTANCE
LEARNING”

We fervently hope that this study will bear success someday through your support.
We do appreciate your generous help.

Thank you and God bless!

Respectfully yours,

QUEENIE N. IYOG
JOVELYN R. ARIZALITA
CHIRENE T. CUYSONA
JONALYN P. LECOMIS
Researchers

I. Challenges Met in Modular Distance Learning in the Preparation,

Implementation and Evaluation of printed learning modules

Direction: Kindly specify your answer by putting a check mark (/) on the
column corresponding to your sincere and honest judgment using the
following scale:

Symbol Description Weight

A Always 4
O Oftentimes 3
S Sometimes 2
N Never 1
 52

A. PREPARATION 4 3 2 1
A O S N
The teacher has difficulty…
1. in having sufficient school funds for the
production of printed modules
2. in producing complete set of modules due to the
incomplete release of modules provided by the
SDO’s
3. in editing the word file modules
4. in using mobile phones
5. in using laptop
6. in using printer
7. in having stable internet connection to download
the ready to print file modules

B. IMPLEMENTATION 4 3 2 1
A O S N
The teacher has difficulty…
1. in reaching out the parents or the students about
the getting of the new modules for the new week
2. in reaching out the parents or the students about
the submission of the answered modules
3. in providing complete set of modules for the entire
week
4. in giving exact and precise instructions to the
students regarding their activities/ performance
tasks
5. in giving appropriate physical performance task
intended for the lesson
6. in determining the needed strategy which is
effective for the students’ learning
7. in providing detailed explanation about the lesson

C. EVALUATION 4 3 2 1
A O S N
The teacher has difficulty…
1. in monitoring the students’ academic progress
2. in assessing the students’ strengths in answering
the modules
 53

3. in assessing the students’ weaknesses in

answering the modules
4. in evaluating the students’ level of
comprehension
5. in evaluating the students’ level of interest in the
subject matter
6. in checking the students’ activities and
performance tasks
7. in rating the activities and performance tasks
8. in evaluating the trustworthiness of their works

II. Elementary Teachers’ Coping Mechanism

Direction: Kindly specify your answer by putting a check mark (/) on the
column corresponding to your sincere and honest judgment using the
following scale:

Symbol Description Weight

A Always 4
O Oftentimes 3
S Sometimes 2
N Never 1

Coping Mechanisms 4 3 2 1
A O S N
The teacher…
1. has positive outlook in the adjustment of the
new normal class setup
2. has an alternative learning module to maintain
the continuity of learning of their students
3. asks for assistance to co-teachers who are
competent in using mobile phones
4. asks for help to co-teachers who are capable in
using laptop
5. asks for assistance to co-teachers who are
good in using printer
6. looks and finds for place that has stable
internet connection to download the ready to
print modules
 54

7. sends SMS, calls, sends chat message to

reach out the parents or the students about the
getting of the new modules for the new week
8. sends SMS, calls, sends chat message for the
submission of the answered modules
9. provides alternative learning tool for the
students
10. provides further instructions about the
activities/performance tasks through writing or
printing it in a separate sheet of paper
11. gives a task in which it considers the students’
situation and it is a workable one
12. provides feedback section for the students to
express their opinions suggestions and
situations
13. has further detailed explanation about the
lesson through writing or printing it on a
separate sheet of paper
14. communicates to the parents or the students
regarding the students’ academic progress
15. provides suggestion area in the module where
students can write down their strengths in the
new normal class setup
16. provides suggestion area in the module where
students can write down their weaknesses in
the new normal class setup
17. provides appropriate activities that could test
their level of interest in the subject matter
18. manages the time in checking the activities/
performance tasks
19. follows the appropriate rubrics in rating
 55

APPENDIX C

SAMPLE DATA AND COMPUTATION

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Challenges .234 32 .000 .905 32 .008
Coping .250 32 .000 .861 32 .001
Mechanism
a. Lilliefors Significance Correction

RELATIONSHIP BETWEEN THE CHALLENGES MET BY TEACHERS IN

MODULAR DISTANCE LEARNING AND THEIR COPING MECHANISM

Correlations
Challenges Coping
Mechanism
Correlation 1.000 .123
Coefficient
Challenges
Sig. (2-tailed) . .502
Spearman's N 32 32
rho Correlation .123 1.000
Coping Coefficient
Mechanism Sig. (2-tailed) .502 .
N 32 32

rs = 0.123; weak positive relationship

P value = 0.502

Decision: Accept null hypothesis

 56

RESEARCHERS’ BIODATA

“Believe in God and everything is possible”

PERSONAL DATA
Name : Queenie N. Iyog

Date of Birth :June 28, 1999

Place of Birth :Guindulman, Bohol

Home Address :San Pascual, Ubay, Bohol

Civil Status : Single

Fathers’ Name : Alejandro C. Iyog

Mothers’ Name : Regina N. Iyog

EDUCATIONAL BACKGROUND

College : Bohol Island State University

C.P.G North Avenue, Tagbilaran City

Course : Bachelor of Elementary Education

High School : Holy Name University

Dampas District, Tagbilaran City

Elementary : San Pascual Elementary School

San Pascual, Ubay,Bohol
 57

“Anything is possible”

PERSONAL DATA

Name : Jovelyn R. Arizalita

Date of Birth : October 9, 1999

Place of Birth : San Jose del Monte, Bulacan

Home Address : Bacong, Anda, Bohol

Civil Status : Single

Fathers’ Name : Michael S. Arizalita

Mothers’ Name : Joan R. Arizalita

EDUCATIONAL BACKGROUND

College : Bohol Island State University

C.P.G North Avenue, Tagbilaran City

Course : Bachelor of Elementary Education

Senior High School : Holy Infant Academy

Poblacion, Anda, Bohol

Elementary : Bacong Elementary School

Bacong, Anda, Bohol
 58

“Take the risk or lost the chance”

PERSONAL DATA

Name : Chirene T. Cuysona

Date of Birth : November 12, 1999

Place of Birth : Benliw, Ubay, Bohol

Home Address : Benliw, Ubay, Bohol

Civil Status : Single

Fathers’ Name : Bonifacio A. Cuysona

Mothers’ Name : Marites T. Cuysona

EDUCATIONAL BACKGROUND

College : Bohol Island State University

C.P.G North Avenue, Tagbilaran City

Course : Bachelor of Elementary Education

High School : Biabas Trade High School

Biabas, Ubay, Bohol

Elementary : Benliw Elementary School

Benliw, Ubay,Bohol
 59

“When you’re stuck don’t give up, try new something”

PERSONAL DATA
Name : Jonalyn P. Lecomis

Date of Birth : May 18, 2000

Place of Birth : Mahayag, San Miguel ,Bohol

Home Address : Mahayag, San Miguel ,Bohol

Civil Status : Single

Fathers’ Name : Arsenio C. Lecomis

Mothers’ Name : Vicenta P. Lecomis

EDUCATIONAL BACKGROUND

College : Bohol Island State University

C.P.G North Avenue, Tagbilaran City

Course : Bachelor of Elementary Education

High School : Holy Name University

Dampas District, Tagbilaran City

Elementary : Mahayag Elementary School

: Mahayag, San Miguel ,Bohol