The COVID-19 pandemic caused a number of obstacles and issues in the country's school system.
The pandemic led schools to close briefly in order to stop the virus's spread. As a result, the School Year
2021-2022 remained the "new normal" of education in which conventional in-person learning was still
not practiced. Switched to distant learning, endangering not just parents and students, but also the
Department of Education. The pandemic posed problems to the Department of Education in terms of
what they could do to guarantee that, even if the delivery of learning changed, the quality of education
remained constant. The study is qualitative, employing a phenomenology research design. It was carried
out to describe the lived experiences of teachers in implementing Modular Distance Learning.
Specifically, this intends to share the instructors' experience Colaizzi's 1978 method of data analysis
was utilized to analyse and interpret the results of this study. Findings from the study showed themes
based on the experience of teachers utilizing self-directed modules and obstacles in adopting as part of
the "New Normal." Science teachers had a variety of experiences has concerns and obstacles, such as
the difficulty of reproducing due to unavailability of learning materials. Distributing the self-directed
learning modules because some recipients of the learning kit don't have the resources. Monitoring the
growth of students and validating the performance of the learners.