Authors :
Merilyn Buco; Dr. Remigilda D. Gallardo
Volume/Issue :
Volume 10 - 2025, Issue 10 - October
Google Scholar :
https://tinyurl.com/4e6dk8fd
Scribd :
https://tinyurl.com/yc2wt4ej
DOI :
https://doi.org/10.38124/ijisrt/25oct065
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Note : Google Scholar may take 30 to 40 days to display the article.
Abstract :
This phenomenological study explored the lived experiences of eight kindergarten teachers in Talomo District, Davao
City, regarding the use of standardized Self-Learning Modules (SLMs) during the shift to Modular Distance Learning (MDL)
caused by the pandemic. Findings confirmed that while SLMs ensured learning continuity, they presented significant challenges:
they were often mismatched with the play-based needs of young children and placed an unsustainable burden on parental
facilitators. Teachers countered these issues by developing strong collaborative networks, sharing self-developed materials, and
establishing complex multi-modal support systems for both students and parents. The study concludes that MDL in its current
form requires system-level modification, highlighting the need for formal support for decentralized curriculum adaptation and
targeted parental training to sustain educational quality in early childhood.
References :
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
- Kraft, R. (2012). Self study, in a sense of learning by yourself without anybody teaching you anything, has an enormous value. [Initial quotation source, assumed general reference].
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
This phenomenological study explored the lived experiences of eight kindergarten teachers in Talomo District, Davao
City, regarding the use of standardized Self-Learning Modules (SLMs) during the shift to Modular Distance Learning (MDL)
caused by the pandemic. Findings confirmed that while SLMs ensured learning continuity, they presented significant challenges:
they were often mismatched with the play-based needs of young children and placed an unsustainable burden on parental
facilitators. Teachers countered these issues by developing strong collaborative networks, sharing self-developed materials, and
establishing complex multi-modal support systems for both students and parents. The study concludes that MDL in its current
form requires system-level modification, highlighting the need for formal support for decentralized curriculum adaptation and
targeted parental training to sustain educational quality in early childhood.
