Abstract

The present study aimed to have an in-depth phenomenological understanding of the various perceptions of the non-randomly selected five secondary English teachers in a public school in Paracale, Camarines Norte, Philippines towards the Modular Learning Modality being implemented by the Department of Education in terms of the following parameters; 1) demographic profile of the participants in terms of age, sex and location of residence; 2) the various perceptions of the participants based on their daily experiences as secondary English teachers towards the Modular Learning Modality in terms of school materials and devices navigation concerns and issues, financial aspect, and communicating with the learners and learner’s parents and; 3.) practical recommendations by the participants to the learners, parents and school administrators in order to (if not to) lessen negative perceptions (difficulties) but to also improve the system implementation of Modular Learning Modality. This study done by doing a face to face interview method (considering strict health protocols) with the participants in the data collection procedure. Thematic analysis approach specifically coding of themes was done to filter and have an in-depth understanding of the different perceptions of the participants towards MLD in a public school in Paracale, Camarines Norte. Results revealed that most of the participants perceived that the MLD is difficult in terms of materials and devices navigation concerns and issues especially when the materials and devices needed for huge volume reproduction of modules for a large number of learners are insufficient and unstable. The participants also perceived that there are challenges in the financial aspect, communicating with both parents and learners when distributing, retrieving and checking the modules, learners have low comprehension levels, have no (available) communication devices such as mobile phones (at least), internet connectivity and too far home location. The participants recommended that material supplies and devices must be made available on time, conduct face to face session with less than the usual number of students in class for a short span of time daily or at least weekly. There should be para-teachers assigned to remote and far-flung areas to assist the low-performing students and students who do not have access to adult’s assistance. Povide Filipino or Tagalog translations for the instructions in the modules especially for materials written in English, and consider risograph in reproducing modules.