Teachers' Perspective and Instructional Implementation of Modular Distance Learning during the Pandemic

This study aimed to assess the perspectives and instructional implementation of public elementary school teachers in the context of modular distance learning. A quantitative descriptive research design using a survey technique was employed. The respondents of this study were the 87 elementary school teachers of District II of the Department of Education-Surigao City Division. The main instrument used in this study was a researcher-made questionnaire. The statistical tools used in this study were Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Pearson Product Moment Correlation Coefficient. It was concluded that the teachers highly valued modular distance learning as they have positive feelings about this modality, interacted or behaved well towards its implementation, and believed in the importance of the modality during this pandemic. Moreover, the teachers were doing well in their implementation of modular distance learning during the pandemic in terms of crafting, producing, distributing, and retrieving modules, feedbacking, giving remediation, and doing home visitation. The way how the teacher felt, interacted, behaved, thought, and behaved about modular distance learning were related to how they implemented instruction, thus, the affect, behavior, and cognition were related to instructional implementation. It was hereby recommended that the school administrators may implement projects, programs, and activities that would enhance the skills of their teachers in implementing modular distance learning especially in giving remediation and feedback.