TEACHERS AND PARENTS’ EXPERIENCES AND FEEDBACKS ON THE USE

OF MODULES: BASIS FOR IMPROVED INSTRUCTIONAL MATERIALS

By

HELEN A. DELA CRUZ

A Thesis Presented to the Graduate School Faculty in Partial Fulfillment of the

Requirements for the Degree in MASTER OF ARTS IN EDUCATION

Major in Educational Administration

Notre Dame of Midsayap College

Graduate School
Midsayap, Cotabato
May 2023
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Approval Sheet

IN PARTIAL FULFILLMENT of the requirements for the degree in MASTER OF

ARTS IN EDUCATION (MAED), this thesis entitled:

“TEACHERS AND PARENTS’ EXPERIENCES AND FEEDBACKS ON THE

USE OF MODULES: BASIS FOR IMPROVED INSTRUCTIONAL

MATERIALS”

has been prepared and submitted by HELEN A. DELA CRUZ who is hereby

recommended for Oral Examination.

EVELYN A. LOPEZ, EdD NELISA S. JOROLAN, PhD

Adviser Reader

ACCEPTED as PARTIAL FULFILLMENT of the requirements for the degree in

MASTER OF ARTS IN EDUCATION, major in Educational Administration.

MICHELLE T. VIÑA, EdD

Dean, Graduate School

APPROVED, May 2023 by the Tribunal at the Oral Examination.

HONEYLYN M. MAHINAY, EdD

Chairperson

MA. LOURDES S. CANTOR, EdD MICHELLE T. VIÑA, EdD

Member Member
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Certificate of Authentic Authorship

I hereby declare that this submission is my work and to the best of my knowledge

it contains no materials previously published or written by another person, nor material

which to a substantial extent has been accepted for the award of any degree or diploma at

Notre Dame of Midsayap College or any other educational institution, except where due

acknowledgement is made in the thesis. Any contribution made to the research by others

with whom I have worked at NDMC or elsewhere is explicitly acknowledged in the

thesis.

I also declare that the intellectual content of this thesis is the product of my own

work, except to the extent that assistance from others in the project’s design and concept

or in style, presentation and linguistic expression where they are duly acknowledged.

HELEN A. DELA CRUZ

Researcher
 4

Information about the Thesis

1. Title: TEACHERS AND PARENTS’ EXPERIENCES AND

FEEDBACKS ON THE USE OF MODULES:

BASIS FOR AN IMPROVED INSTRUCTIONAL MATERIALS

1.1 Total Number of Pages 189

1.2 Text Number of Pages: 122

2. Researcher: HELEN A. DELA CRUZ

3. Publication:

3.1 Date: May 2023

3.2 Place: Midsayap, Cotabato

3.3 Region: XII

4. Institution:

4.1 Name: Notre Dame of Midsayap College

4.2 Classification: Private/Tertiary

5. Subject Area:

5.1 Description: Teachers and Parents’ Experiences and

Feedbacks on the Use of Modules:

Basis for an Improved Instructional Materials

5.2 Degree Conferred: MASTER OF ARTS IN EDUCATION

Major: EDUCATIONAL ADMINISTRATION

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6. Specific Locations Where Copies Can Be Found:

Library Location

6.1 NDMC Library Midsayap, Cotabato

6.2 Graduate School, NDMC Midsayap, Cotabato

6.3 Research Center, NDMC Midsayap, Cotabato

6.4 DepEd Cotabato Division Amas, Kidapawan City

6.5 CHED Region XII Koronadal City

6.6 CHED Main Office Manila, Philippines

6.7 National Library Manila, Philippines

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Abstract

This study was conducted to determine the teachers' and parents’ experiences with and

feedback on the use of modules in terms of production, content, assessment of learners,

distribution, and retrieval. Descriptive-correlational research design was used in the

study. It described the profile of the respondents, their experiences, feedback, and

differences by selected demographic profile. The study's respondents were chosen using

complete enumeration for teachers and the purposive sampling method for parents. The

elementary teachers in the two districts generally agreed on the statement about their

experiences and feedback on the use of modules in the areas of production, content,

assessment for learners, distribution, and retrieval. Parents agreed on their experiences

and feedback on the use of modules in terms of content but they were divided on their

feedback in terms of assessment for learners. No significant difference in the experiences

of teachers and parents in terms of age, sex, educational attainment, designation/position,

and tribe. There was no significant difference in teachers' feedback on the use of modules

in four areas based on demographic profile. Parents feedback on the use of modules in the

area of content, no significant difference was noted, while for learners’ assessments in

terms of sex and educational attainment, a significant difference was registered.

Moreover, the relationships between the experiences and feedback of teachers and

parents on the use of modules in four areas are significantly related.

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Keywords: Teachers and Parents Experiences and Feedbacks, Production, Content,

assessment for Learners, Distribution and Retrieval.

Acknowledgement

Along the journey of my studies in Master of Arts in Education, I am grateful to

the Almighty God who has been the source of knowledge, strength and courage to

surpass all hardship for the fulfillment of this challenging task. I am fortunate and

blessed to have benefitted academic support and professional guidance from very

thoughtful people. Without them, it would be impossible for me to complete the degree.

Here, I would like to take this opportunity to express many thanks to several people for

their time, effort, and love.

My appreciation to Mr. Isagani S. Dela Cruz, CESO V, Cotabato Schools

Division Superintendent, for allowing me to conduct my study;

Mr. Peter C. Clarito and Mrs. Grace C. Cano, District Supervisors of Aleosan East

and West Districts together with the school heads for their approval, concern and

encouragement for me to pursue my higher education;

Evelyn A. Lopez Ed.D., my adviser, for her encouragement, for unselfishly

sharing her vivid ideas, suggestion and her exemplary mentorship in her field of

expertise;

Nelisa S. Jorolan, Ph. D., my thesis reader, for scrutinizing every page of the

paper and for her kindness and moral support;

 8

Michelle T. Viña, Ed.D., Dean of the Graduate School, Honeylyn M. Mahinay,

Ed,D. and Ma. Lourdes S. Cantor, Ed.D., my panelists, for their constructive criticism

and brilliant suggestions that led me to produce a competent and quality study;

Librado V. Lopez, Ed.D., my statistician, for the tabulation and analysis of my

data gathered;

Abdulnasser M. Nawal, my school head, for the patience, encouragement and

understanding during my thesis works and to my co-teachers and friends for their words

of wisdom;

School Heads of New Leon Elementary School and Pagangan Elementary School

Annex for allowing me to conduct my study on their area as pilot sample of my research.

My heartfelt gratitude to the elementary teachers and parents of Aleosan East and

West Districts, my respondents, for the time you shared and spent in answering the

questionnaire, without you this thesis would not be possible;

A deep appreciation is also extended to all my classmates in the Graduate School

and to all my friends, for the encouragement and great moments shared together.

My beloved parent, Tatay George and Nanay Remy, my husband Dino for the

financial and moral support;

A special thanks to the individuals who were not mentioned but shared their

knowledge, support and cheered me up whenever I felt down and discouraged.

You are the people behind this success. All credits and appreciation are yours.
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Dedication

This book is humbly dedicated to:

Almighty God for giving me the strength and wisdom

My very supportive Tatay George

in memory of my Nanay Remegia,

my loving husband Dino,

my beloved brothers and sisters

Goerge Jr, Maricel, Christine & Emmanuel,

my nephew and nieces
Anderson Lorenz, Andrea Lorraine,
Marvin Jhon, Angeline Louilla, Joshua Jr.,
Georgina and Princess Murrielle
and in memory of my sister

Jovelyn
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-GHAGHA

Table of Contents

Page
Title Page……………………………………….………………………………... 1

Approval Sheet………………………………………………………………….. 2

Certificate of Authentic Authorship…………………………………………...… 3

Information about the Thesis…………………………………………………….. 4

Abstract…………………………………………………………………….……. 6

Acknowledgement………………………………………………………….……. 7

Dedication…………………………………………………………………...….. 9

Table of Contents…………………………………..…………………………… 10

List of Tables……………………………………………………………………. 18

List of Figures……………………………………………..……………………. 48

Chapter 1

1 Introduction

Statement of the Problem……………………………....…………... 24

Significance of the Study……………………...……………………. 25

Scope and Limitation……………………………………...………... 26

Definition of Terms……………………………………..………….. 26
 11

Related Literature………………………………...………………... 28

Theoretical Framework…………………………..…………............ 46

Conceptual Framework…………………………..…...……………. 47

Table of Contents - continued

Hypotheses……………..………………………….………………. 49

2 Methods

Research Design..……………………………………………..……. 50

Locale and Respondents of the Study………………………….….. 50

Sampling Design……….…………………..……………………….. 51

Instrumentation……..………………………………………..…….. 51

Validity and Reliability…………………………….……...………... 52

Data Gathering Procedure...…………………..…………...………... 52

Statistical Tools and Treatment of Data……..……..………………. 53

3 Results

Profile of the Respondents ……………………………….…….…... 54

Experiences of Teachers on the Use of Modules in terms of

Production, Content, Assessment for Learners, and
Distribution and Retrieval…………….……………….………… 58

Experiences of Teachers on the Use of Modules in terms of

Production…………..……………………………………….… 58

Experiences of Teachers on the Use of Modules in terms of

Content…………………………………………………….…… 59

Experiences of Teachers on the Use of Modules in terms of

 12

Assessment for Learners………………..………….…….……….

……
61

Experiences of Teachers on the Use of Modules in

terms of Distribution and Retrieval……………………………… 62

Summary of Experiences of Teachers on the Use of Modules..……. 64

Table of Contents - continued

Experiences of Parents on the Use of Modules in the areas
of Content and Assessment for Learners…………….…….…... 65
Experiences of Parents on the Use of Modules in terms
of Content ………….…….……………………………………… 65

Experiences of Parents on the Use of Modules in terms

of Assessment for Learners…………..…………………….…….. 66

Summary of Experiences of Parents on the Use of Modules

in terms of Content and Assessment for Learners…………..…… 67
Feedbacks of Teachers on the Use of Modules in terms of
Production, Content, Assessment for Learners and
Distribution and Retrieval.…………………………………….…. 68

Feedbacks of Teachers on the Use of Modules in terms of

Production………………………………....................................... 68
Feedbacks of Teachers on the Use of Modules in terms of
Content………………….…………………………………….….. 70
Feedbacks of Teachers on the Use of Modules in terms of
Assessment for Learners………………………………...……….. 71
Feedbacks of Teachers on the Use of Modules in terms of
Distribution and Retrieval….….……………………………...….. 73
Summary of Feedbacks of Teachers in terms of Production,
Content, Assessment for Learners, Distribution and
Retrieval ………………………………….………………......…. 74
Feedbacks of Parents on the Use of Modules in the areas of
Content and Assessment for Learners….….………….…….…... 75
Feedbacks of Parents on the Use of Modules in terms of Content .... 75
 13

Feedbacks of Parents on the Use of Modules in terms of

Assessment for Learners……………………..……….…….…..... 77
Summary of Feedbacks of Parents on the Use of Modules in
terms of Content and Assessment for Learners……….………... 78

Table of Contents - continued

Differences between Teachers’ Experiences on the Use of

Module according to Age, Sex, Educational Attainment,
Position and Tribe………...……….…………….……….………. 79
According to Age………………………………………………… 79
According to Sex………………………………………………… 80
According to Educational Attainment…………………………… 81
According to Position …………………………………………… 83

According to Tribe……………………………………………….. 84
Difference between Parents’ Experiences on the Use of Module
according to Age, Sex, Occupation and Educational
Attainment……………………………………………………….... 85

According to Age………………………………..…….................. 86
According to Sex………………………………………………… 87
According to Occupation…………………….…………………... 87

According to Educational Attainment…………..……………….. 89

Differences between Teachers’ Feedbacks on the Use of Module

according to Age, Sex, Educational Attainment, Designation/
Occupation and Tribe………………….…………………………. 90

According to Age……………………………………………….… 90
According to Sex…………………………………………………. 91

According to Educational Attainment…………………………..... 92

 14

According to Position………………….…………………………. 94

According to Tribe………………………………………............... 95

Table of Contents - continued

Differences between Parents’ Feedbacks on the Use of Module
according to Age, Sex, Occupation and Educational
Attainment…………………………………………..………......... 96
According to Age………………………………………...…......... 96

According to sex…………………………………………….......... 97

According to Occupation……………………………………….… 98

According to Educational Attainment…………………………..... 99

Relationship between Teachers’ Experiences and Feedbacks on

the Use of Modules in terms of Production, Content,
Assessment for Learners and Distribution and Retrieval……….. 101
Relationship between Parents’ Experiences and Feedbacks on
the Use of Modules in terms of Content and Assessment for
Learners………………………………………………………….. 102
Recommendations to Improve Instruction Using Modules…….…... 103
IV Discussion

Profile of the Respondents …………………………………….…… 106

Experiences of Teachers on the Use of Modules in terms of

Production, Content, Assessment of Learners and
Distribution and Retrieval….......................................................... 109

Experiences of Parents on the Use of Modules in terms of Content

and Assessment of Learners………………….….......................... 119

Summary of Experiences of Parents on the Use of Modules in

terms of Content and Assessment for Learners…….…................. 123
 15

Feedbacks of Teachers on the Use of Modules in terms of

Production, Content, Assessment for Learners and
Distribution and Retrieval……………………..….……….……... 123

Table of Contents - continued

Summary of Feedbacks of Teachers on the Use of Modules in

terms of Production, Content, Assessment for Learners and
Distribution and Retrieval……….…..…………..……………….. 131

Feedbacks of Parents on the Use of Modules in terms of Content

and Assessment for Learners……………….………………....... 131
Summary of Feedbacks of Parents on the Use of Modules in terms
of Content and Assessment for Learners……….……………... 135
Differences between Experiences of Teachers on the use of Module
when grouped according to Demographic Profile……………….. 136

According to Age…………………………………………………. 136

According to Sex…………………………………………………. 137
According to Tribe………………………………………………. 137
According to Educational Attainment……………………………. 138
According to Position……………………………………………. 138
Differences between Parents’ Experiences on the Use of Module
according to Age, Sex, Tribe, Educational Attainment and
Designation..................................................................................... 139
According to Age…………………………………………………. 139

According to Sex…………………………………………………. 139

According to Occupation…………………………………………. 140

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According to Educational Attainment.…………………………. 140

Differences between Teachers’ Feedbacks on the Use of

Modules when grouped according to Demographic Profile……... 141

Table of Contents - continued

According to Age…………………………………………………. 141

According to Sex…………………………………………………. 141

According to Tribe………………………………………………. 141

According to Educational Attainment……………………………. 142

According to Teaching Position………………………………….. 142

Differences between Parents’ Feedbacks on the Use of Module

according to Demographic Profile……………….…………..…. 143

According to Age…………………………………………………. 143

According to Sex…………………………………………………. 143

According to Occupation..………………………………………. 144

According to Educational Attainment……………………………. 145

Relationship between Teachers’ Experiences and Feedbacks on

the Use of Modules in terms of Production, Content,
Assessment for Learners and Distribution and Retrieval…….…. 145
Relationship between Parents’ Experiences and Feedbacks on
the Use of Modules in terms of Content and Assessment for
Learners……………………………………………..…………… 146
Recommendations of Teachers and Parents to improve
instruction using Modules...….….…………….…...……………. 146
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Summary of Findings…………………………….…………………. 149

Conclusions……………………………...…………..……………… 151
Recommendations…………………………………...……………… 152
References….……………………..……………………..………………… 154

Table of Contents - continued

Questionnaire ……………………………………………………………... 168

Appendices ……………...…………………………………………...….. 168

Sampling Frame…………...…………………………………………...….. 182

Letters …………………..………………………………………………..... 183

Validation Form………………………………………….……………....... 186

Documentation……….…………………………………………………….

Plagiarism Check……….…………………………………………………..

Grammarly Check………….………………………………………………

CURRICULUM VITAE……………………………….………………….
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List of Tables

Table Page

1a Profile of the Teachers…………….……………………………… 55

1b Profile of Parents…………………….…………………………… 56

2a Experiences of Teachers on the Use of Modules in Terms of

Production………………………….…………………………… 58

2b Experiences of Teachers on the Use of Modules in Terms of

Content……………..…………………………………………… 60
2c Experiences of Teachers on the Use of Modules in Terms of
Assessment for Learners……………………………………….. 62

2d Experiences of Teachers on the Use of Modules in Terms of

Distribution and Retrieval……………………………………… 63

3 Summary of Experiences of Teachers on the Use of Modules in

terms of Production, Content, Assessment for Learners and
Distribution and Retrieval………………………………….……. 64

4a Experiences of Parents on the Use of Modules in Terms of 65

Content..
4b Experiences of Parents on the Use of Modules in Terms of
Assessment for Learners………………………………………... 67

5 Summary of Experiences of Parents on the Use of Modules in

terms 68
of Content, and Assessment for Learners……………………….
6a Feedbacks of Teachers on the Use of Modules in terms of
Production……………………………………………………….. 69
 19

6b Feedbacks of Teachers on the Use of Modules in Terms of 70

Content..
6c Feedbacks of Teachers on the Use of Modules in Terms of
Assessment for Learners……………………………………….. 72

Table Page

6d Feedbacks of Teachers on the Use of Modules in Terms of

Distribution and Retrieval………………………………...…….. 73
7 Summary of Feedbacks of Teachers on the Use of Modules in
terms
of Production, Content, Assessment for Learners and 75
Distribution and Retrieval……………………………………..…

8a Feedbacks of Parents on the Use of Modules in Terms of 76

Content…
8b Feedbacks of Parents on the Use of Modules in Terms of
Assessment for Learner………………………………………… 77

9 Summary of Feedbacks of Parents on the Use of Modules in terms

of Content and Assessment for Learners……….. 78
………………..

10a Differences Between Teachers’ Experiences on the Use of Module

According to Age……………………………………………….. 80
10b Differences Between Teachers’ Experiences on the Use of Module
According to Sex……………………………………………….. 81
10c Differences Between Teachers’ Experiences on the Use of Module
According to Educational Attainment………………………….. 82
10d Differences Between Teachers’ Experiences on the Use of Module
According to Position…………………………………………... 83

10e Differences Between Teachers’ Experiences on the Use of Module

According to Tribe……………………………………………… 85
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11a Differences Between Parents’ Experiences on the Use of Module

According to Age………………………………………………. 86

11b Differences Between Parents’ Experiences on the Use of Module

According to Sex……………………………………………….. 87

11c Differences Between Parents’ Experiences on the Use of Module

According to Occupation……………………………………….. 88

11d Differences Between Parents’ Experiences on the Use of Module

According to Educational Attainment………………………….. 89

Tables

12a Differences Between Teachers’ Feedbacks on the Use of Module

According to Age……………………………………………….. 91

12b Differences Between Teachers’ Feedbacks on the Use of Module

According to Sex……………………………………………….. 92

12c Differences Between Teachers’ Feedback on the Use of Module

According to Educational Attainment………………………….. 93

12d Differences Between Teachers’ Feedbacks on the Use of Module

According to Position…………………………………………... 94

12e Differences Between Teachers’ Feedbacks on the Use of Module

According to Tribe……………………………………………… 95

13a Differences Between Parents’ Feedbacks on the Use of Module

According to Age………………………………………………. 97

13b Differences Between Parents’ Feedbacks on the Use of Module

According to Sex……………………………………………….. 97

13c Differences Between Parents’ Feedbacks on the Use of Module

According to Occupation……………………………………….. 99

13d Differences Between Parents’ Feedbacks on the Use of Module

According to Educational Attainment………………………….. 100

14 Relationship between Teachers’ Experiences and Feedbacks on

the
Use of Modules in terms of Production, Content, Assessment for
101
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Learners and Distribution and Retrieval Using Spearman

rho………………………………………………………………..

15 Relationship between Parents’ Experiences and Feedbacks on the

Use of Modules in terms of Production, Content, Assessment for
Learners and Distribution and Retrieval Using Spearman
rho……………..………………………………………………… 102
16 Recommendations of Teachers to Improve Instruction Using
Modules……………..…………………………………………. 103

17 Recommendations of Parents to Improve Instruction Using

104
Modules………………………………………………………….
List of Figure

Figure Page

1 Conceptual Framework of the Study 48

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Chapter I

Introduction

“Learning must continue”, it is the stand of the Department of Education to

continue the education amidst the pandemic. Because of this, different learning

modalities have been considered and explored to make sure that each will best fit for

students’ needs and interests in continuous learning. Modular learning is very new to

everyone specially to parents since they take a big part in the new normal setup.

Currently, learning is moved to the students’ homes and parents take the role of teachers

(Bendijo, 2020).

According to the study of Marcelline (2021) the teachers faced problems on

travelling distances to assist and reach out their students in their home schooling as well

as the scheduling of visits on the distance learning. In some rural area in Jakarta,

Indonesia, teachers also find it difficult to keep up with distance/virtual learning due to

poor internet access.

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In the Philippines, the major challenges experienced by the teacher were the

distance of the houses of these learners and the kind of road that they have to pass

through, some have to cross rivers. Further, students are late in collecting and completing

assignments, and even understanding the modules or materials has become a problem for

them (Bernardo, 2020).

In rural area of Indonesia, inadequate involvement of parents and families to

support children's distance learning activities at home is predominantly due to parents'

limited time and ability to accompany children in learning. Two factors are economic and

social which are not uncommon to be severe obstacles and challenges of the

implementation of education. Parents are busy working in various professions and types

of work to earn income to cover the cost of meeting the family's needs, so they do not

have enough time to accompany the children in learning (Greenlee & Reid, 2020).

In addition, Cashman, Bhattacharjea and Sabates (2020) mentioned that millions

of children in Sitapur district in rural Uttar Pradesh, India expected to learn at home

under the guidance of their parents or other family members because of the current

situation today. But some of them specially the less affluent and less educated parents are

worried

that their child/ children cannot read simple text or recognize numbers because they do

not have capability to teach them.

The Center for Development Programs in Cordillera or CDPC (2020) pointed out

that parents have difficulties in using the mother tongue as the primary language used in
 24

the texts of some of the modules and not all parents/guardians have the capability to

facilitate the modular learning sessions for their kids. Some are hesitant to monitor their

children because of the gaps in terms of skills and understanding on the content.

Various concerns and challenges were encountered by the teachers and parents

regarding modular distance learning approach in the Municipality of Aleosan and nearby

community. Some complaints of the teachers are difficulty in mass production or printing

of modules because of the insufficient materials needed in the preparation of self-learning

module (SLMs), adjustment to new instructional concepts and mode of delivery in new

normal school, additional workloads, distribution and retrieval due to the distances and

security specifically in the far-flung areas in the municipality are some of the cited

problems of teachers. For parents working from home would now have additional work,

they do not have enough time to assist their child/ children’s learning, difficulty to

understand and interpret the content of modules due to limited knowledge because they

have not finished their education. These were some of the cited experiences and problems

of parents on modular learning. It was in this context that the researcher was prompted to

conduct this study.

Statement of the Problem

The study aimed to determine the experiences and feedbacks encountered by the

teachers and parents on the use of modules in the Municipality of Aleosan.

Specifically, it sought to answer to the following queries:

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1. What is the demographic profile of the teachers and parents in terms of age,

sex, educational attainment, position, occupation and tribe?

2. What are the experiences of teachers on the use of modules in terms of

production, content, assessment for learners, and distribution and retrieval?

3. What are the experiences of parents on the use of modules in terms of content

and assessment for learners?

4. What are the feedbacks of teachers on the use of modules in terms of

production, content, assessment for learners, and distribution and retrieval?

5. What are the feedbacks of parents on the use of modules in terms of content

and assessment for learners?

6. Is there a significant difference between the experiences of teachers and parents

on the use of modules when grouped according to demographic profile?

7. Is there a significant difference between the feedbacks of teachers and parents

on the use of modules when grouped according to demographic profile?

8. Is there a significant relationship between the experiences and feedbacks of the

respondents on the use of modules?

9. What are the recommendations of the respondents to improve the delivery of

instruction using modular learning approach?

Significance of the Study

The results or findings of study may be significant to the following individuals or

institution.
 26

Teachers. This study may help teachers to utilize different strategies and

contextualize learning activities in modular instructions. This may also equip learners

with the 21st century skills and competence to be able to address diverse learning needs

of the pupils.

Parents. The outcome of the study may aid the parents to assess situation and

look for appropriate strategies to facilitate their children’s modular instruction and be

able to mentor them effectively.

Pupils. The findings of this study may help the pupils to do independent learning

and acquire knowledge, enhance understanding on the content of the module and develop

critical thinking to become locally responsive and globally competitive.

School Administrators. The result of this study may provide the school

administrators the ideas to plan, design programs and activities to address challenges

experienced by teachers and parents on the use of modular learning approach.

Future Researcher. The results may help future researchers to conduct relevant

study exploring on the experiences, feedbacks and challenges encountered by the teachers

and parents on the modular distance learning and its implication as an improved

instruction.

Scope and Limitation

The study focused on the experiences and feedbacks of teachers on the use of

modules in terms of preparation, content, assessment of learners and distribution and

retrieval as well as the experiences and feedbacks of parents on the use of modules in
 27

terms of content and assessment for learners in the municipality of Aleosan. It also

includes the respondent’s socio- demographic profile. The respondents of the study were

the elementary teachers of East and West District of Aleosan and also parents who have

Grades I and VI child/ children in the two districts of Aleosan for school year 2020-2021.

Definition of Terms

The following terms are defined operationally to have easy understanding of the

terms:

Assessment for Learners. - refers to the learning activities, summative test and

performance task given to the learners to evaluate pupil’s mastery level.

Challenges. - refers to issues, concerns or problems encountered by the teachers

and parents on the use of modules.

Content. - refers to the self- learning modules (SLMs) or learning package that

contains the objectives, pre-assessment, discussion, individual exercises and evaluation.

Distribution. – refers to the delivery of modules to the learners in the respective

pick- up points.

Experiences. - refers to participation and application of teachers and parents on

the implementation of modular distance learning in terms of preparation, content,

assessment, distribution and retrieval.

Feedbacks. – refers to the positive and negative observations of the teachers and

parents on the use of modules in terms of production, content, assessment, and

distribution and retrieval.

 28

Learning activities. - refers to the task given in the modules for the students to

answer and perform every week.

Modular Distance Learning. - is a form of distance education that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic copy.

Module. – is a self-paced learning material that contains the topic to learn and

answer to the questions given in the materials by the pupils. These are distributed and

retrieved every week from the parents in designated pick- up points.

Preparation. - refers to the procedure of teachers in the distributions and retrieval

of modules. It also refers to the readiness of the teachers and parents on the use of

modules in the new normal school.

Production. - refers to the produced materials that can be printed or in digitized

form according to the number of learners which are distributed in designated pick- up

points.

Retrieval. – refers to the collection of output, activity sheets and modules of the

pupils in the respective pick-up points.

Related Literature

Modular Distance Learning

Modular learning is a form of distance learning that uses Self-Learning Modules

(SLM) based on the most essential learning competencies (MELCS) provided by

Department of Education (DepEd). The modules include series of motivation and

 29

assessment that serve as a complete guide of both teachers’ and learners’ desired

capabilities (Manlangit, Paglumotan, & Sapera, 2020).

From the survey conducted by the Department of Education (DepEd), modular

learning is the most preferred distance learning method of parents with children who are

enrolled this academic year. It is a learning modality that is currently used by all public

schools in the Philippines because learning through printed and digital modules are

emerged. This is also in consideration of the learners in rural areas where internet is not

accessible for online learning (Bernardo, 2020).

Ali (as cited by Vergara, 2010) expressed that modular teaching is concerned for

each student as an individual with his own special aptitude and interest, goal of helping

each other to think for himself and allowing the individuality to each learner. The

emphasis must be on the one-one students with unique abilities, aspiration and

influencing experiences and, again to provide quality education, the teacher must

personalize and individualize the instructional program.

Demographic Profile

Learners, parents, and teachers face enormous obstacles and opportunities as a

result of distance learning. As learning flows from home to school and back, this year's

changing circumstances necessitate a high level of flexibility and resilience.

According to Alufohai and Ibhafidon (as cited in Abas et.al., 2018) that teachers

in their thirties and forties are more effective in teaching and good in classroom

management than younger and older teachers.

 30

In terms of sex, TALIS (2013) revealed that the majority of the teaching

personnel for most countries at all levels of education were represented by women.

Added to this, Regalado (2017) stated that teaching is a woman-dominated profession in

the Philippines, according to census results. Female school instructors outnumber male

teachers in both public elementary and secondary schools. Furthermore, the teachers in

elementary and secondary level are female (Bongco & Abenes, 2019).

For the educational attainment, earning a master's degree can help instructors

become more useful employees, grow in their careers, and gain specific expertise. It also

demonstrates committed teachers who want to improve their competence and credibility

in order to become more competitive in their area (Shulginger, 2017).

Furthermore, parents lay a foundation for their children's academic success.

Parents' educational attainment creates a foundation that indirectly supports children's

academic success through parents' ideas about their children's aspirations, as well as the

cognitive stimulation that parents provide in and outside of the home setting (Kean et.al.,

2021).

Experiences of Teachers and Parents on the Use of Modules

Production

In his article, Sancio (2020) pointed out that the modular learning approach still

poses different hurdles to teachers. While the use of modules is more accessible to

students, the production of these documents requires a lot of work. The printing of these

modules also took a toll on the school’s budget.

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For printed modular learning, teachers prepare learning materials weekly, along

with study guides and other resources for modular distance learning, and these materials

are accompanied by quality assured instructional packets, in which parents/guardians or

para teachers meet with the teacher and receive instructions and learning materials to be

completed by the learner for the week Codamon (as cited by Eios,2020).Added to this,

Gueta and Janer (2021) stated that teachers do not have enough time in printing SLMs

and modules because they are scheduled every week to print.

According to Agayon (as cited by Malipot,2020) that teachers used their own or

personal printer just to start up the reproduction of modules to meet the deadline for the

distribution of modules. However, it was contrary to the statement of Hepline PH (2020)

that not all teachers have their own printer; some rely on the school's printer to print

modules and other learning materials.

Arroyo (2020) mentioned that some teachers claimed they still do not have copies

of the modules, pressures them and their schools to find other means to produce the

learning materials on their own. One public school teacher explained that the allocation

for bond paper from the MOOE was limited, hence the small budget and personal funds

of the teacher to augment classroom supplies and get reimbursed later.

In addition, the reproduction cost is also a big problem as schools were forced to

find ways to raise funds in so short a time (Emergency Response Integration Center,

2020). Malipot (2020) pointed out that teachers resorted to soliciting private

donations and maximizing their personal printers just to start up the reproduction of

 32

modules to meet the deadline for the distribution of modules. to delete or transfer to

feedback production

Content

Modular distance learning is a form of distance learning that uses Self-Learning

Modules (SLM) based on the most essential learning competencies (MELCS) provided

by DepEd. The modules include sections on motivation and assessment that serve as a

complete guide of both teachers’ and students’ desired competencies. A clear statement

of the quarter calendar showing the learning areas to be covered each quarter is required

to be stated in the learning continuity plan (LCP), (Anchita ,2020). Added to this, teacher

create calendars or planners to help monitor the students task completion or having

students grow comfortable with a routine to check on their classes, Cooper-Kahn and

Foster (as cited by Beulah,2020).

Furthermore, Gonzales (2020) pointed out that the Department of Education

(DepEd) has monitored and identified errors in self-learning modules (SLMs) used by

learners in view of the distance learning setup that was implemented amidst the

pandemic. Some of the errors were factual, computational, incorrect format in terms of

font or illustration. Because of this, the department launched an effort to address the

errors in the modules, including the Error Watch platform and engaging with third-party

experts and volunteers from academia as SLM “conformance reviewers” to received and

collate reports of errors found in the modules and forwarded to appropriate offices for

validation and correction.

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Malaya (2020) emphasized that modular learning features individualized

instruction that allows learners to use self-learning modules (SLMs) in print or digital

format/electronic copy, whichever is applicable to the learner. They can also use other

resources such as Learner’s Materials, textbooks, activity sheets, study guides, and other

study materials.

To monitor the performance of the learners, UNICEF (2020) that teachers go

through a process called formative assessment and performance t. It is also important for

motivating students by providing feedback on their learning progress. Learning activities

are used to assess learner’s performance.

The Center for Development Programs in Cordillera or CDPC (2020) mentioned

that during the first week of classes, a teachers’ focus on instruction was to simplify the

lessons in the modules for the students to comprehend.

According to the study of Azubuike et.al (2020) parents help their children by

teaching them how to use textbooks, explain the content of the module with unclear

instructions, reading with them, and encouraging to watch instructional videos.

From the study of Gueta and Janer (2021) parents give the best of their abilities to

keep their child/children involved in meaningful activities in modular learning approach.

Added to this, Manansala (2020) who learned that the parents tried their best to support

their child/ children in answering the task in the modules. With the presence of the

parents, child/children are able to do the task. During the focus group discussion, one of

the participants said that it was a challenge for them to guide/ mentor their children. They
 34

multi-task to give time to mentor their child/ children in answering the module. Their

child/ children answers the module if the learning task was easy but if it is difficult, the

child/ children ask assistance from them.

Moreover, Tok (2016) pointed out that learners cannot understand some of the

terms used in the subject and have lengthy readings. The questions are hard and there are

not enough examples provided. Students have difficulty in understanding the lessons.

Furthermore, the study of Insorio and Macandog (2022) stated that the students struggled

in one subject in the self-learning module in which the concepts of the subject are hard to

understand and not explained well in the SLMs.

Assessment for Learners

Assessment is based on the integral provision of modular contents intended for

understanding the concepts for students learning and development. Teachers would

monitor the learners’ progress through home visits (following social distancing protocols)

and feedback mechanisms, and guide those who need special attention (Manlangit,

Paglanatan & Sapera, 2020).

Teachers, parents, members of the family and other stakeholders in the

community that were competent as learning facilitator monitor, provide or support

learners in the absence of classroom teachers, (R.M. no.393, s 2020). In addition, Olivo

(2020) teachers and parents shared responsibility to help the students learn and meet

educational goals. Parents commit to prioritizing their child’s educational goal and

teachers commit to listening and providing a space for collaboration with parents.
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Magsambol (2020) said that the assessment on students' learning progress would

be assessed through summative exercises and performance tasks. DepEd said schools

would not be holding periodical examinations for this school year to prevent distance

cheating. While DepEd acknowledges the importance of periodical tests in assessing

students' understanding of the lessons, Education Undersecretary said that the pandemic

compelled them to be more creative and flexible in implementing summative assessment

schemes without sacrificing assessment’s credibility.

Sagarino (2020) pointed out that an elementary school teacher said that they gave

their cellphone number to the parents so that they could reached them out for any

clarifications and inquiries. Also the teachers created a group chat to cater the parents

query and concerns. The parents contact the subject teacher if they do not understand the

learning activities given. In addition, Gueta and Janer (2021) stated that teachers give

assistance to the learners via telephone, text message or instant messaging, messenger,

email and home visit those who need remediation and assistance.

Most of the parents still chose Modular Distance Learning over Online or Blended

Learning as they thought that this modular approach is safer for their child/children. This

approach is also in consideration for students living in areas where internet is not

accessible. the study of Salma and Rodrigues (as cited by Dangle et. al., 2020) that some

modules did not have clear instructions and explanations so pupils have difficulty in

answering them. The pictures in the modules were not clear and the provided answer
 36

lines were too short. The modules had a lot of exercises, and the students lack motivation

and focus.

According to the study of Dangle and Sumaoang (2020) most of the learners are

having difficulty in this new learning modality. Learners had a hard time and some of the

given problems are difficult to answer and no detailed explanation is provided.

Furthermore, most of the pupils cannot answer all their modules independently; that is

why they need the assistance of family members, relatives and friends.

However, Krawczyk (2017) said that the learners are more motivated to learn and

more involved with the learning activities and performance task in the modules. Students

get narrative feedback from the teachers and encouraged to self-assessed their progress,

the students displayed a high level of interest in their learning.

Distribution and Retrieval

In the distribution of the SLMs, it would be distributed to parents before the

opening of classes. Nelz (2020) stressed out that there were teachers in Quezon where are

experiencing hardships distributing modules to their students living in remote areas. The

educators have to deliver the modules personally to help the students with their studies

amid the coronavirus pandemic. The teachers are even climbing mountains and crossing

oceans just to reach the poor communities.

For students whose parents are not available to get these from schools, there

would be designated pick up points in their barangays. The distribution would be done at

least four times for the school year. Aside from SLMs, workplans will also be distributed
 37

to students. But unlike SLMs, this will be given to students weekly as this indicates the

schedule of lessons and activities the students would have to do every week. Again,

parents or anyone who would guide the students at home would be the ones to get this

from teachers or in designated pick-up points (Meniano, 2020).

Feedbacks of Teachers and Parents on the Use of Modules

Production

Lack of paper, photocopying machines and printers are some of the things that

most public schools need for the implementation of distance learning. The principal of

the Handumanan National High School (HNHS) in Bacolod City told that he had to ask

for donations to supplement their budget for the printing of learners’ modules (Umil,

2020).

The Manila Times (2020) pointed out that the expense of reproducing of the

printed modules has exhausted the schools’ funds that was why teachers are forced to dip

into their own pockets to provide the materials for their students.

Added to this, the schools may use their regular MOOE allocations for the

printing and delivery of modules in accordance with DO 15, s. 2020 (Supplementary

Guidelines on Managing Pandemic Maintenance and Other Operating Expenses

Allocation for Schools to support the Implementation of Basic Education Learning

Continuity Plan in time of COVID- 19) and subject to pertinent procurement accounting

and auditing rules and regulation, (Deped Order No. 18, s 2020).
 38

Cruz (2021) expressed that public school teachers commented that they struggled

on the weak- internet connection- difficulties with the lessons with added worry that their

students get proper home schooling. Moreover, Alvarez (2021) said that public school

teachers worry towards modular distance learning was poor internet connection which

interrupts communication between parents, learners and teachers.

Further, Perez (2020) stated that in many regions, teachers in distance learning

face major problems with internet connectivity and internet speed. The majority of them

paid for internet access with their own money. In the Philippines, a more solid connection

was not commonly available, particularly in rural areas where wired connections were

unavailable. As a result, the professors chose data connectivity or a mobile network. They

were forced to use personal funds to support remote teaching and learning technologies

and resources.

Moreover, Malipot (2020) said that the teachers reported to the school as late at

night in order to surface printing modules on time while others reported a ‘one grade level

per day” system to print, collate and organize learning materials on their assigned day of

the week. In addition, Casilao (2020) said that a netizen hailed a teacher on social media for

persevering late at night to produce modules for her students.

Content

The modular learning is a form of distance learning that uses Self-Learning

Modules (SLM) based on the most essential learning competencies (MELCS) provided

by Deped, Anchita (2020). The Department of Education (Deped) has appealed to

 39

teachers to make some learning module activities and exercises voluntary to prevent

students from experiencing “burnout” due to the number of subject requirements they must

do after just one week, (Adonis, 2020).

Most of the learners have struggled in this new learning modality and a hard time

in answering their modules. They do not have enough time to finish all their modules

within a week. They regularly received 8 modules in all subjects with 3-5 activities. The

subject that they find most difficult to answer is Mathematics because no detailed

explanation was provided (Dangle & Sumaoang, 2020). Added to this, Estrada (2020)

stressed that the examples are limited and the modules were not perfect. They differ from

school to school and the content of the self-learning modules depend in the teachers who

made it. Some students have no problem on understanding their lessons because of a

well- explained module but others have difficulty to understand the activities.

Guido (2020) said that modular instruction is based on the psychological

principle-learning by doing. The students work by itself and verifies the correctness of his

answers by comparing it with the correct one in the modules. It also gives the learners

some provision where the learner can obtain an immediate feedback. It promises a more

efficient mass education by offering effective individual instruction at a time when a

teacher is faced with a problem of producing learning in a large group all at the same

time.

It was pointed out by Nardo (2017) that the use of modules encourages

independent study of the learners. One of the benefits of using modules for instruction is
 40

the acquisition of better self-study or learning skills among learners. They engage

themselves in learning the concepts presented in the module. A sense of responsibility is

developed in accomplishing the tasks provided in the module. With little or no assistance

from others, the learners progress on their own. They are learning how to learn; they are

empowered.

CDPC (2020) mentioned some of the challenges parents/guardians are facing in

their children’s learning through modules. Parents may have difficulties with using the

mother tongue as the primary language used in the texts of some of the modules. Learners

who have different needs have their own challenges. The beginners need more attention

and understanding considering that most or all of their lessons require the presence of

facilitators. They have to be watched to make sure they are learning. Some pupils do not

pay attention to their parents or facilitators because they prefer learning from their

teachers.

According to Constantino, Tibayan, Quizon, and Simangan (2020) even the

challenges encountered during the distance learning, the parents are thankful of the hard

work of the Department of Education to continue the learning of their child/children

despite the pandemic by implementing blended learning, modular learning and online

learning. Thus, there are some problems or challenges they have encountered on the

different methods. It may not be 100 percent effective due to different reasons like

limited access to the internet and poor internet connection on the online distance learning.
 41

As to the quality of modules printed, there are items that are not readable due to poor

production and some colors of the colors are not suitable.

Lebaste (2020) which stated that parents played an active role in the learning

process in distance learning approach. They would be the one to facilitate and guide their

child/ children through the modular lessons that would be sent to their children while

doing remote learning. Parents also encourage and motivates their kids to learn. Good

parental support helps child to be positive, healthy and good life long learner.

Furthermore, family involvement was positively linked to children’s literacy and math

skills in preschool, kindergarten and the early grades. It shows the increases in children’s

social- emotional skills. Children benefited when parents are more involved and more

engaged, children tend to do better academically and socially (Vourhis, Maier, Epstein &

Lloyd, 2013).

In addition, the engagement of parents or family members is the best predictor of

a student's educational performance. Students become more motivated and develop a

passion of learning when they sense their parents' support. Teachers and parents share

responsibility for teaching pupils and work together to attain educational goals when

parents participate in the educational process (Delgado,2017).

Assessment for Learners

The DepEd aims to develop independent learners who can study and work on

assessments on their own. Teachers said that learning modules could develop not just

students’ intellects but also their values, specifically honesty, discipline, and
 42

perseverance as they are encouraged to learn on their own. The assessments in modular

learning are not graded, which most parents, if not all, may be unaware of. It is not

graded so that learners would not cheat nor be afraid nor pressured while answering the

exercises (Pabalate, 2020). Furthermore, Magsambol (2020) stressed that the evaluation

on students' learning development would be through summative exercises and

performance tasks but there are no periodical examinations for the school year to avoid

distance cheating.

Fernando (2020) mentioned that because parents cannot wait for their children to

work, many of them volunteered to answer their children's module. Some students did not

complete their modules on time, thus their parents took the initiative to complete the

modules for their child/children. or because they want their child/children to get a good

score in the subject, they answered the module simply.

The primary role of parent is teaching their children. In the study of Lase et al.

(2021) even though parents do not have negative perceptions, distance learning has

increased the burden on parents. The lack of parental participation and support in the

learning of their children at home is generally due to lack of time and inability to become

teachers for their child/ children.

Some of the parents find it difficult to teach their children at home, particularly

those who do not know how to read or write, making it much more difficult to teach their

children the lessons in their subject areas. Not every parent or guardian understands how
 43

to teach their children utilizing modular learning and they do not have enough time to

guide their child/ children due to work and other responsibilities (Anzaldo, 2021).

However, Olivo (2021) expressed that parents reacted to the time allocation given

in the completion of learning activities was not sufficient since the activities given in the

modules were so many for their children to accomplish.

Furthermore, Santos (2020) said that in some parts of the province of Siargao in

the southern Philippines, particularly island settlements, there is no electricity in their

houses and are so remote that students may only reach there by boat. The people were

mostly fishermen who have no formal education and were concerned that they would be

unable to assist their child/children in answering the module.

Bernardo (2020) mentioned in his article that there are learners who do not have

parents that could help them in studying their lessons at home while there are parents

who answer the SLMs for their children. Schools also assigned "para-teachers" to guide

learners at home while teachers living in certain barangays or puroks were instructed to

tutor the learners in their community.

Additionally, some even argue with their parents/facilitators on how they should

teach. Some students can attend to their modules independently but some badly need

assistance to understand even just some of the lessons in the prescribed modules. Others,

even with facilitators, still have difficulty comprehending the lessons and thus can hardly

proceed to the next lessons. Submission deadlines for modules further create pressure on

students, especially when they fail to meet them. Since the modular approach situates
 44

students to learn in the comfort of their homes, there is also the possibility that they work

on the modules for mere compliance, not for the sake of learning (CDPC, 2020).

Distribution and Retrieval

In the distribution and retrieval of modules, Luczon (2020) mentioned that

teachers see humanizing experiences of the new normal mode of learning. Teachers are

delighted because parents are willing to embrace the challenges in distance learning.

They do their responsibilities as parents and at the same time an educator of their

child/children in the absence of the teacher. The Department of Education (DepEd) asked

the help of local officials in the delivery of printed learning modules to learners to

facilitate distance learning amid the coronavirus pandemic, Education Undersecretary

said.

While modular distance learning is a choice for pupils with no internet access, he

noted that the distribution of printed learning materials is another concern of DepEd. So,

the schools asked assistance or help from the local government officials, to the barangay,

and also with the help of parent-teacher associations and teleteachers, he said, adding that

Sangguniang Kabataan officials may also be tapped (Ornedo, 2020).

Recommendations to Improve Modular Instruction

Among the recommendations for this new learning system the Department of

Education should provide budget for production of modules and the School Head should

allocate from MOOE the production, preparation and delivery of module. Second,
 45

internet connectivity should be improved so that teachers can access and downloads

modules and other learning materials (Manlangit, Paglumotan & Sapera, 2020).

In the study of Agayon, Agayon, & Pentang (2022) that the Department of

Education should submit a memorandum of understanding with the Department of

Energy and the Department of Information and Communication Technology to support

electrification in remote areas and stablish strong internet connection that teachers should

be able to access and download modules and other learning materials.

From the Deped Order no. 018, s 2020 the ready-to-print digital copies of the

SLMs developed by the assigned regions and approved and considered final by the

Bureau of Learning Delivery (BLD), particularly in terms of content and alignment with

the most Essential Learning Competencies (MELCs), can be downloaded from the

Microsoft teams folder "Ready-to-print SLMs" created by the Information and

Communication Technology Service (ICTS) for the Regional Directors, Curriculum and

Learning Management Division (LRMS).

According to the study of Gumapac, Aytona and Alba (2021) the school should

conduct orientation to parents on mentoring their child because they are the one to

monitor, coach and tutor their child. Parents as coach and tutor, they used different

strategies and techniques to help their child/ children

Another recommendation suggested by the parents to improve the Modular

Distance Learning are reduction of activities from the modules, more examples for each

subject, provision of colored printed modules, immediate information given by teachers

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on what to answer in the modules. The parents proposed solutions on Modular Distance

Learning which are lessen or reduce the activities in the modules, take out unnecessary

exercises and give more examples and explanations to each of the given activity (Dangle

& Sumaong, 2020).

According to Smith and Brame (2014), blended learning courses not only alter the

way content is provided, but they also redefine traditional educational roles and offer new

learning opportunities. Added to this, Lucid Content Team (2020) said that it all depends

on how the teacher uses the available resources or tools to make distance learning

enjoyable, engaging, collaborative, and imaginative. The result of the formative and

performance task should be returned immediately. Regular assessments have a good

impact on kids. They would be more self-aware and able to assess themselves. Learners

have a significant proclivity towards achieving high levels of achievement.

In summary, the review of related literature pertains to the advantages,

disadvantages, positive impact and effectiveness on the use of modules. These are the

positive viewpoint of the teachers and students on the use of modules. This research was

conducted since there are only few studies regarding the experiences and feedbacks of

both teachers and parents with regards to the use of modules in the delivery of instruction

during the new normal education system.

Theoretical Framework

The study is anchored to the Social Development Theory of Lev Vygotsky (1978)

on More Knowledgeable Others (MKO) which states that the important learning by the
 47

child happens through interacting socially with a competent instructor. The student

searches for understanding through the instructions or actions given by the parent or

teacher and then internalizes the information. The internalizing of these instructions or

actions directs the child’s accomplishment and leads to advanced thinking skills.

The study is related to this theory since parents and teachers give clear direction

or instruction, correct information, and guide students in answering the given task or

activities in the modules.

Another theory where the study is anchored to is the Theory of Zone of Proximal

Development (ZPD) by Lev Vygotsky (1976) on Scaffolding which states about the

support given by the teachers and others to the learners to learn something new in the

zone of proximal development. Skills too difficult for a child to master on his/her own

can be done with guidance and encouragement from a knowledgeable person.

This study is related to this theory where teachers and parents provide supports to

the learners so that they can accomplish task in answering their modules and become

independent learner and problem solver. The parents and teachers joined force and work

together to motivate and give support to the learner for positive result.

Conceptual Framework

Figure 1 shows the conceptual framework of the study consisting of the

independent and dependent. The independent variables which include the demographic

profile of the respondents in terms of age, sex, tribe, designation, educational attainment

and occupation as well as the experiences of teachers on the use of modules in terms of
 48

preparations, content, assessment of learners, distributions and retrieval, the experiences

of parents on the use of modules in terms of content and assessment for learners.

Whereas, the dependent variables consist of the feedbacks of teachers on the use of

modules in terms of preparations, content, assessment for learners, distributions and

retrieval, the experiences of parents on the use of modules in terms of content and

assessment for learners and recommendations.

The arrow that connects both the independent and dependent variables shows the

relationship between the experiences of the respondents and their feedbacks on the use of

modules in terms of preparation and content, assessment for learners, distribution and

retrieval, and recommendations

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Conceptual Framework

Figure 1

The Schematic Diagram of the Conceptual Framework

Independent Variables Dependent Variables

Demographic profile of the

respondents in terms of: Feedbacks of teachers on the use
age of modules in terms of:
Preparation
sex
Content
tribe Assessment for learners
designation distribution and retrieval
educational attainment Feedbacks of parents on the use of
occupation modules in terms of:
Content

Experiences of teachers on the Assessment for learners

use of modules in terms of:
Preparation
Content
Assessment
. for learners
distribution and retrieval
Experience of parents on the
use of modules in terms of: Recommendations
Content
Assessment for learners

Hypotheses
 50

Ho1: There is no significant difference between the experiences of teachers and

parents on the use of modules when grouped according to demographic profile.

Ho2: There is no significant difference between the feedbacks of teachers and

parents on the use of modules when grouped according to demographic profile.

Ho3: There is no significant relationship between the experiences and feedbacks

of the respondents on the use of modules.