Authors : Elmer A. Ardiente

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/2a4jx6ue

Scribd : https://tinyurl.com/5wupjh2p

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY2100

Abstract : The purpose of this phenomenological research study was to describe how teachers overcome their academic stress and on the attendance of ALS learners for the school year 2022-2023. At this stage in the research, teachers are experiencing challenges in facilitating the curriculum delivery and management and how they strategize to overcome their difficulty and insights to mitigate such for better learning process among learners. Method used was phenomenological research where assumptions were considered given Fifty (60) participants of ALS Learners whose responses and identity were treated with utmost confidentiality. Findings revealed that late submission and unanswered modules were the difficulties encountered, however, home visitation, and collaboration among parents found to be the efficient way of overcoming challenges. Future directions for teachers who facilitates the teaching and learning processes and where parents need support from teachers, interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic, complicated, and reciprocal relationship between teacher and student, rather than something that only the teacher invokes; and to explore some of the complex ways such as the effect of share-in approach program.

Keywords : Collaboration; Communication and Learning is a Continuous Process.

References :

1. Aksan, J. A. (2021). Effect Of Modular Distance Learning Approach To Academic Performance In Mathematics Of Students In Mindanao State University-Sulu Senior High School Amidst Covid-19 Pandemic. Open Access Indonesia Journal of Social Sciences, 4(4), 386-409. https://doi.org/10.37275/ oaijss.v4i2.64
2. Ali, R., Ghazi, S. R., Khan, M. S., Hussain, S., & Faitma, Z. T. (2010). Effectiveness of modular teaching in biology at secondary level. Asian Social Science, 6(9), 49.
3. Agarin, M. A. L. (2021). The Challenges and Status of Modular Learning: Its Effect to Students’ Academic Behavior and performance. EPRA International Journal of Multidisciplinary Research.
4. Collado, Z. C., Rodriguez, V. R., & Dueñas III, Z. D. (2021). Children’s engagement in self-learning modules (SLMs) amid the pandemic: a predictive analysis on the role of internet access, household food security, and parental involvement to modular classes. Education 3-13, 1-14.
5. Dargo, J. M., & Dimas, M. (2021). Modular Distance Learning: It’s Effect in the Academic Performance of Learners in the New Normal. JETL (Journal of Education, Teaching and Learning), 6(2), 204-208.
6. Gumapac, J. R., Aytona, E. M., & Alba, M. G. R. (2021). Parents Involvement in Accomplishing Students Learning Tasks in the New Normal. International Journal of Research in Engineering, Science and Management, 4(7), 367-380.
7. Natividad, E. (2021). Perceived Effectiveness of Self Learning Modules in the Implementation of Modular Distance Learning in the Elementary Level. Available at SSRN 3889429.
8. Olivo, M. G. (2021). Parents’ Perception on Printed Modular Distance Learning in Canarem Elementary School: Basis for Proposed Action Plan. International Journal of Multidisciplinary: Applied Business and Education Research, 2(4), 296-309. https://doi.org/10.11594/ijmaber.02.04.03
9. Sadiq, S., & Zamir, S. (2014). Effectiveness of modular approach in teaching at university level. Journal of Education and Practice, 5(17), 103-109.