MODULE LEARNING AT A PUBLIC ELEMENTARY SCHOOL: PARENTS-TEACHERS COLLABORATION IN FOCUS

Julie  V. Albores,; Wilson  E. Gamao,

MODULE LEARNING AT A PUBLIC ELEMENTARY SCHOOL: PARENTS-TEACHERS COLLABORATION IN FOCUS

Abstract:

Face-to-face learning engagement of students and teachers within the school has been suspended due to the COVID-19 pandemic. This pandemic has paved the way for the implementation of Modular Distance Learning as an urgent response to ensure continuity of education. The Philippines is in the process of adapting to the new normal form of education at present, and continuous innovations of educators and the active involvement of other stakeholders are the driving force for its success. The key purpose of this research is to find out the challenges encountered, opinions, and recommendations of teachers, parents, and students in the implementation of Modular Distance Learning in Buhangin Elementary School in Buhangin, Malita, Davao Occidental during the School Year 2020- 2021. These challenges, opinions and recommendations were identified through a qualitative approach by conducting interviews with the 20 participants in the selected school. Thematic analysis was used in the interpretation and coding of data. The main challenges that emerged were a lack of school funding for the production and delivery of modules, students' struggle with self-studying, and parents' lack of knowledge to academically guide their child/children. In conclusion, the study was able to determine the prevailing challenges of the participants in terms of resources, preparedness, and communication. The result of this study may serve as a springboard for the future improvements of the schools' existing programs and the collaboration of parents and teachers on modular distance learning.

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