Implementation of Modular Distance Learning in Public Elementary Schools During the Covid-19 Pandemic

Abstract

This research determined the implementation of modular distance learning in public elementary schools during the COVID-19 pandemic. The findings of the study served as the basis for developmental plans. It utilized mixed quantitative and qualitative research methods, using survey questionnaires and interview guides. The gathered data were analyzed using frequency, simple percentage, the mean, standard deviation, weighted mean, Chi-square test of independence, and ANOVA. The study revealed that on the test of a significant relationship, the gender profile of the teacher respondents from the two identified schools has a significant relationship with the perceived level of implementation of modular distance learning. Also, on the test of significant difference, the study revealed that the teachers' perceived level of implementation of modular distance learning from the two identified schools does not have significant differences when grouped by their profiles. The researchers strongly recommend that the developmental plan be implemented and evaluated to improve the implementation of modular distance learning in public elementary schools during the COVID-19 pandemic.