ASIA PACIFIC JOURNAL

OF EDUCATORS AND EDUCATION

Volume 36, Number 2, 2021
https://doi.org/10.21315/apjee2021.36.2.9

Research Article:
Embracing the Challenges of Modular Approach in Teaching in the
Time of Pandemic

Dyanika P. Nolasco
Research and Development Office, Quirino State University, Andres Bonifacio, Diffun, Quirino, Philippines

E-mail: [email protected]

ABSTRACT
This study was conducted to explore the challenges that college instructors faced during module
preparation in this time of pandemic when educational systems around the globe are forced to
flex and adjust to the new normal. Mixed methods was used as research design to quantitatively
and qualitatively delve into the challenges of college instructors towards preparation of self-
paced learning modules used for teaching in this time of pandemic. Forty-nine instructor-
respondents form a Higher Education Institution in the Philippines were selected to participate
in the study; they were assigned to teach in various courses, have different length of service,
academic preparations and subjects handled. A questionnaire that underwent experts’ validity
and reliability test was used as primary instrument to gather quantitative data which were later
subjected to appropriate statistical analysis. Qualitative data were gathered through interviews
and gave deeper insights on numerical results. Findings revealed that college instructors were
dominantly non-education graduates but with Professional Educational Subjects (PES),
relatively young in teaching, mostly teaching core/major subjects and have minimal preparations
and modules crafted for the current semester. They experienced serious to very serious problems
regarding module preparation which challenged and pressured them. Those who were new to
the service were better in handling pressure as to meeting deadlines and were more flexible
about giving examples in explaining concepts; but those who were veterans were problematic
that modules did not undergo instructional material review. Non-education graduates with PES
were very particular on the availability or sufficiency of materials for the printing. Those who
have more preparations did not find the unavailability or insufficiency of references and making
explanations easier to be understood as serious as those who have lesser module preparations.

Received: 16 December 2020; Accepted: 16 December 2021; Published: 20 January 2022

To cite this article: Nolasco, D. P. (2021). Embracing the challenges of modular approach in teaching in the time of pandemic.
Asia Pacific Journal of Educators and Education, 36(2), 165–182. https://doi.org/10.21315/apjee2021.36.2.9

© Penerbit Universiti Sains Malaysia, 2021. This work is licensed under the terms of the Creative Commons Attribution
(CC BY) (http://creativecommons.org/licenses/by/4.0/).
Dyanika P. Nolasco

The various problems and challenges that college instructors faced during their preparation of
modules in adherence to the government’s directive of non-face-to-face conduct of classes pose a
greater challenge for educational systems to assist these teachers by providing sufficient resources,
technologies and tools; proper training and a sort of expressive emotional reinforcement.

Keywords: challenges, college instructors, COVID-19, modular approach, mixed methods,

new normal

INTRODUCTION

The COVID-19 pandemic has affected educational systems around the globe leading to
the near-total closures of schools, universities and colleges (United Nations, 2020). Most
governments have temporarily closed educational institutions in an attempt to reduce the
spread of the plague which affected approximately 1.277 billion learners as of September.
To note, around 46 countries implemented nationwide closures and 27 implemented local
closures, impacting about 72.9% of the world's student population (UNESCO, 2020).

The pandemic caused a massive impact in higher educational institutions in the Philippines
(Toquero, 2020). With this, the Commission on Higher Education (CHED) released
guidelines putting on hold face-to-face classes or meetings and even mass gatherings of
students during the First Semester, AY 2020–2021 until the condition becomes safer to
prevent local transmissions (CHED Advisory No. 7, 2020). Some teachers used online
platforms to upload recorded lessons for students to access while others utilised available
online learning management systems. However, few days after the CMO was released,
there was an increasing clamor among students and teachers who find difficulty and were
not ready in implementing this online learning system (Toquero, 2020).

In response to this, a state university in Cagayan Valley, Philippines remains steadfast in

adopting modular approach in teaching since most of the students lived in far flung areas
which do not even have roads and electricity, and internet connection is either absent or
poor. With this, students find diffculty or cannot even participate in online teaching and
learning. Modular approach seemed to be most appropriate since it was proven to be an
efficient and effective tool for students’ learning and, that easy or hard subjects can be
taught using this approach (Malik, 2012). It can be helpful for both teachers and students;
the latter learning in his own pace while the former teaching in different settings (Valencia,
2020).

Modular approach is an emerging trend in education that illustrates the shift of traditional
to outcomes-based learning paradigm (Dejene, 2019). Further, it is an intelligent approach
that can be individualised for learners to address their needs (Department of Education,
2020; Tate et al., 2014). Its focus is the learning outcomes while its success depends
on the alignment of outcomes to students’ learning and course design (Biggs, 1999).
It is an approach that encourages immediate reinforcement and feedback for students to
maximise participation in class (Sadiq & Samir, 2014).

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Modular approach allows learners to virtually self-contain concepts about certain units
of course or subject and aims to build up their skills and knowledge in discrete units
(Sejpal, 2013). Moreover, it allows a student to achieve mastery of one unit of content
before moving on to another (Torrefranca, 2017). Various researches and literatures
revealed the importance of using modules in the teaching-learning process. Cheng and
Abu Bakar (2013) found out in their study that more than 75% of the lecturers find
module as a useful resource book for both students and lecturers and very helpful in
providing guidance and support for new and inexperienced lecturers.

Modules are generally very satisfactory in terms of physical aspects, objectives, instructions,
learning, and evaluative instrument which points out that they are acceptable as a learning
intervention (Larawan, 2013). Course module was found to be useful academically up
to some level in improving the standards of students (Reddy, 2008). Moreover, the very
essence of using modules is that students are put at the center of the teaching-learning
process. Students become actively involved in knowledge construction while teachers shift
from a mere knowledge transmitter to a facilitator of students’ learning (Dejene, 2019).

With the occurrence of the pandemic, the higher education institutions faced a lot of
challenges along teaching and learning. Certain problems and challenges have emerged
such as financial burdens to cope up with “continuance of learning” (CHED, 2020a;
2020b). Students, who are staying at home to participate in their classes, do not have
the resources for online learning (Mirkholikovna, 2020). Meanwhile, internet connection
in the country seem to be the lowest in rank among countries in Asia (Akamai, 2017)
so online learning could not be possible. Educational institutions were forced to
think of the technologies to deliver instruction (Kim, 2020), both online and offline.
On the other hand, while teachers and administrators were confined in their homes during
the emergence of COVID-19, they were tasked to quickly revise and adapt course syllabi
and requirements without proper training and refresher courses to shift to alternative
teaching modalities. Teachers were encouraged to teach online when internet connection
permits while in instances where a reliable internet connection cannot be guaranteed or
have limited access on, some universities suspended online classes and shifted to modular
approach (Simbulan, 2020). This means that one’s access to the internet connection
and learning devices is a continuing privilege but is a disvantage to the marginalised
(Jones, 2019) both for teachers and students.

However, despite the abundance of studies discussing the importance of modules in

teaching, no local researches which focused on the feedbacks, challenges and struggles
of teachers in the preparation of such materials were conducted. Teachers as the key
individuals in the preparation of instructional materials such as modules, they carry the
responsibility and even burdens to fulfill this task. Module preparation is a tedious task that
instructors need to complete to deliver the instruction that students deserve. Having this
in mind, this study intended to identify and explore the challenges of college instructors
in a state university in using modular approach with a particular focus on the three phases
of module preparation: start, during and after. The results of the study could give a bird’s
eyeview of how teachers can be assisted towards preparation and enhancement of modules.

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RESEARCH OBJECTIVES

This study worked on the following research objectives:

1. Determine and explore challenges faced by college instructors before, during and
after crafting modules.
2. Identify if significant differences on the challenges faced by college instructors on
module preparation when grouped by profile.
3. Explore the challenges of college instructors alomg module preparation.

THEORETICAL UNDERPINNINGS

Modular teaching is concerned for each student as an individual with his/her own special
aptitude and interest, goal of helping each student 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 personalise and individualise the instructional programme. When a
teacher devoted to individual learning, he/she finds time for personal discussion with
students and giving them individual help. The individual learning may help in developing
many notable and self-reliant characters, and in much more modern ways, students enjoy
periods in which they pursue their interests and satisfy their curiosities (Manlove &
David, 1985).

Creativity, flexibility, and lifelong learning are requirements needed to be successful in a

real world. According to Struyven et al. (2010), in order for students to acquire these skills,
schools need to be organized around the learner not the teacher. educational reforms have
emphasised the concept of student-centeredness as one of its threads. Student-centered
learning takes the idea of what is to be learned from what the teacher desires to teach
and directs instruction to what students need to learn. Classrooms are now considered
as “a center of intellectual inquiry,” allowing students to form ideas, take risks, make
mistakes, critically think, fix mistakes, and learn how to solve problem from those mistakes.
Interaction is no longer between teachers to student; it now needs to be multidirectional.
Students, in the process of learning, will interact with teachers, peers, parents, and even
professionals outside of the school building in order to seek and understand their learning
(Ali et al., 2010; Martin, 1997).

METHODOLOGY

Research Design

Methodologically, this study used mixed research design which comprised both quantitative
and qualitative method specifically explanatory sequential design. This involves two phases

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where an initial quantitative research instrument was administered followed by a qualitative

data collection phase.

Quantitative research design was employed and enabled the researcher to identify the
challenges of college instructors in the preparation of self-paced learning modules in
response to flexible learning style adapted by most universities in the Philippines.

Qualitative research design, on the other hand, helped the researchers explore and have a
deeper insight and interpretation of the various struggles faculty members experienced as
they craft self-paced learning modules.

Research Instrument

A survey questionnaire was used as the primary data gathering instrument for quantitiave
data. The questionnaire was self-made and was constructed based on experiences of college
instructors as observed by the researcher. It has undergone experts’ validation to ensure that
items provided met the objectives of the study and were error-free. Experts were education
graduates, have been teaching in college for more than 15 years, have researches focused
on education and whose lines of expertise are indispensable. Suggestions of experts were
incorporated in the instrument. The instrument has also undergone reliability testing. It was
piloted to a number of instructors (non-respondents) from other campuses to test whether
they fully understood the items. Responses were analysed; results revealed a Cronbach’s
Alpha value of 0.858 which implied and suggested that the items have relatively high
internal consistency and can be used as instrument for the research.

Qualitative data were gathered through open-ended interviews to further explore the
challenges faced by instructors along module preparation. The kind of interview conducted
to particpants enabled the researcher to deeply understand the challenges that instructors
faced in the preparation of modules.

Sampling

There was a total of 49 respondents, who are college instructors assigned to teach in the
different courses offered in the state university, were randolmly selected and were treated
as respondents for the quantitative part. This number comprised about 35% of the total
population of instructors in the university.

The participants, who were selected purposively, for the qualitative part of the study
were 15 faculty members in the university which comprised ten (10) faculty with plantilla
position and five (5) with contract-of-service status. They were selected based on the
following criteria: have been teaching for at least three years in the university, handled
general or professional subjects, and prepared at least one module for class. Through
purposive sampling, the researcher could be able understand the main issue (Creswell,
2008). The number of participants for the qualitative part was sufficient for the researcher

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to build and maintain close relationship with them and further to encourage open and
smooth exchange of thoughts and conversations (Crouch & McKenzie, 2006).

Data Gathering Procedures and Analysis Tools

The questionnaire was created through an online platform and sent to faculty members;
however, to assure that there were no duplications of responses among respondents, a
person was assigned to a number of instructors to facilitate in the process. Quantitative
data were extracted and imported in a statistical software which assisted in data analysis.
Frequency counts, mean and ANOVA were used to analyse the quantitative data.

The quantitative results were further explained through detailed qualitative discussion.
Meanwhile, 15 instructors were interviewed to gather qualitative explanations exploring the
challenges of these instrutors towards module preparation. Qualitative data were analysed
thematically. This method enabled the researcher to examine commonality, differences
and relationships between and among the responses of participants (Harding, 2013).

RESULTS

Challenges faced by college instructors along module preparation were varied and
overwhelming. These challenges were subsectioned into three phases: before, during
and after module preparation. The degree of seriousness of the problems identified were
discussed quantitatively while exploring these on thematically arranged discussions.

Challenges of College Instructors in Module Preparation

College instructors were faced with various challenges in their preparation of self-paced
learning modules for their students. These challenges were reflected in the quantitative and
qualitative data gathered from their responses.

Before crafting modules

At the beginning of the module design process, a teacher needs to be capable of different
approaches to learning depending upon a range of factors. These factors can somehow
influence the process, including the way one designs modules and the teaching and
assessment methods to be employed (Moore & Panter, 2015).

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Table 1. Degree of seriousness of problems or challenges faced by college instructors before

crafting modules

Description/
Statements Mean
Interpretation
1. Course description and outline is not stipulated in the program’s CMO 2.24 Not a problem
2. Syllabus of subjects taught during previous semesters are not available. 2.49 Serious
3. Subject assigned is not in line with specialisation. 1.84 Not a problem
4. There is no collaboration among faculty who teach the same subject. 2.76 Serious
5. Crafting the module was difficult because of the absence of training. 2.92 Serious
6. Faculty members do not have a common knowledge and
2.78 Serious
understanding about the differences between/among its parts.
7. Deadline set for modules submission brought pressure/stress
3.47 Very serious
among faculty.
8. Resources (like books, e-books and the like) available are limited
3.24 Serious
and/or outdated.
9. Internet connection is very slow. 3.73 Very serious
10. Laptops or desktops are not available for use. 2.39 Serious
Grand Mean 2.79 Serious

As shown, respondents were faced with very serious problems as to the set deadline as this
brought them pressure in meeting it. Further, they faced very serious problem on internet
connectivity as they experience slow connection. Also, they experienced serious problem
on the non-availability of syllabi of subjects, non-collaboration of teachers with similar
subjects, difficulty of crafting the module due to absence of training, having no common
knowledge on parts of the module, limited/outdated resources and non-availability of
laptops/desktops for use. This implies that crafting modules is not an easy task since various
considerations need to be addressed so things and processes become smooth and easy.

During module preparation

Along the process of module preparation, college instructors were tested to hurdle various
challenges. These were reflected in their responses in the survey questionnaires floated to
them and interviews conducted with them by the researchers.

College instructors were faced with very serious problems during module preparation such
as introducing topics for easier understanding of students, simplifying technical terms,
difficulty of using exposition in the discussion of topics and struggle in explaining some
topics. These problems could be associated to the lack of training on crafting of module
as revealed in previous table which could have been addressed if there were activities held
regarding the preparation of the materials. Further, respondents had serious problems as
to the absence of common rules in crafting competencies/objectives/outcomes which gave
them struggle to do it, lessening the number of pages through decreasing the examples

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provided and anchoring enrichment activities to objectives. They were also confused
about the difference of enrichment activity and comprehension check, creating rubrics,
varying test items and following the art of questioning.

Table 2. Degree of seriousness of problems or challenges faced by college instructors during module
preparation

Statements Mean Description

1. There is no common rule on crafting the learning competencies/
3.16 Serious
objectives/outcomes.
2. There is a struggle on making the competencies/objectives/outcomes. 3.24 Serious
3. Introducing the topic to be easily understood by students is a
3.43 Very serious
challenge.
4. Technical terms are difficult to simplify. 3.29 Very serious
5. Discussion using expository style (or detailed) was difficult. 3.31 Very serious
6. Examples used to explain a certain concept/idea are delimited to
3.18 Serious
lessen the number of pages of the module.
7. Some topics are difficult to explain. 3.29 Very serious
8. Anchoring the enrichment activities to the competencies/objectives/
3.06 Serious
outcomes is challenging.
9. There is confusion between enrichment activity and comprehension
2.94 Serious
check.
10. Constructing the rubrics or criteria to evaluate an activity is tough. 3.06 Serious
11. Varying the test items included in the comprehension check is
3.24 Serious
difficult.
12. Following the art of questioning is hard. 3.16 Serious
Total Mean 3.20 Serious

After module preparation

After crafting modules for students, the after-activities for faculty members were
still challenging. Problems did not end before and during the module preparation;
it continued even after modules were crafted.

To note, college instructors experienced very serious problems after they prepared their
materials since modules were not reviewed by a committee, reproduction unit lack staff,
there was unavailability of materials, sorting of modules was laborious and distribution was
difficult. This confirms some utterances of instructors during interviews.

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Table 3. Degree of seriousness of problems or challenges faced by college instructors after module
preparation

Statements Mean Description

1. Availability of printers is limited. 3.61 Very serious
2. Materials like bond paper, ink, binding materials, and the like
3.55 Very serious
are not available and/or not enough.
3. Modules did not undergo IM review. 3.47 Very serious
4. Usability of module is not guaranteed. 3.06 Serious
5. Reproduction unit is undermanned. 3.67 Very serious
6. Sorting of modules is laborious. 3.71 Very serious
7. Distribution of modules is a challenge. 3.43 Very serious
Total Mean 3.50 Very serious

Significant differences on challenges faced by faculty members in module preparation

Table 4. Significant differences on the challenges faced by college instructors in module preparation
when grouped by profile

Challenges Profile Mean Description F Sig.

Years in service
Deadline set for modules 1–8 years 3.35a Very serious 3.283 0.046
submission brought pressure/
9–16 years 3.92 b Very serious
stress among faculty.
17 years above 3.00 Serious

Examples used to explain 1–8 years 3.00b Serious 4.327 0.019

a certain concept/idea are
9–16 years 3.67a Very serious
delimited to lessen the
number of pages of the 17 years above 3.33 Very serious
module.

Modules did not undergo 1–8 years 3.32 Very serious 4.221 0.021
IM review.
9–16 years 3.75b Very serious
17 years above 4.00a Very serious

BS Degree Attained
Materials like bond paper, Education/Education- 3.53 Very serious 3.581 0.036
ink, binding materials, and Related Course
the like are not available
Non-education but 3.76b Very serious
and/or not enough.
with PES
Non-Education Course 3.18a Serious
(Continued on next page)

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Dyanika P. Nolasco

Table 4. (Continued)
Challenges Profile Mean Description F Sig.
Number of Modules Prepared
Resources (like books, – 3.34a Very serious 4.079 0.023
e-books and the like)
34 modules 3.29 Very serious
available are limited
and/or outdated. 5 or more modules 2.00b Not a problem
Introducing the topic to 1–2 modules 3.55a Very serious 3.882 0.028
be easily understood by
3–4 modules 3.41 Very serious
students is a challenge.
5 or more modules 2.33b Serious

Result showed that differences on the degree of the problems met college instructors as
to the deadline set on submission of modules, using examples to explain a concept and
absence of IM review are significant as to their years in teaching service. Further, those
who have been in the service for 9–16 years are more pressured in meeting deadlines and
delimiting the number of examples to decrease the number of pages used for the module
compared to the younger fellow. Those who are new to the service are better in handling
pressure regarding deadlines and were more flexible about giving examples to explain a
concept than those who have rendered 9–16 years. Also, those who have been in the service
for 17 and more are more problematic that the modules did not undergo review than those
who have rendered service for 9–16 years. Those who are experienced in teaching find
review as an important aspect that need to be considered so as to assure that modules are
error-free and lessons and activities meet the objectives of the curriculum.

On the other hand, those who graduated non-education courses but obtain PES are
more challenged on the non-availability or insufficiency of materials for the printing of
modules than those non-education graduates. This could imply that non-education with
PES individuals are more particular about the printing materials than those who graduated
technical/non-education degrees.

The number of modules prepared was also contributory to the degree of seriousness
experienced by those who prepared 1–2 and 5 or more modules as to the availability of
references both online and printed and by making topics be easily understood by students.
However, those who have more preparations were more relaxed in addressing the indicated
problems than those who have fewer modules prepared. This implies that those who have
the greatest number of preparations do not find the unavailability or insufficiency of
references and making explanations easier to be understood as serious as those who have
lesser module preparations.

Theme 1. Absence or insufficiency of reference materials and other resources. Results confirmed
some statements uttered by respondents when responses were validated through interviews.

I was assigned to teach a new subject, I could not also find adequate
references.

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There are e-books available but printed books are still necessary.
Probably, the University could look into this especially for new subjects
offered.

I found books in the library, but some I think are already obsolete.
This is a dilemma not only for me but for those who really need bulk of
references other than what can be downloaded online.

This suggests that the availability syllabi of subjects to be taught is necessary to serve as
references for faculty during the preparation of modules. Textbooks or books for that
matter provides a syllabus for the course, serves as a road map of the learning process,
provides a set of visuals, activities and readings, and helps teachers in developing materials
(Basturkmen, 2010).

Aside from references, the availability of a speedy internet connection was seen as an
important part in the process. Since the internet offers a wide variety of references, this can
serve as an alternative, if not the main, source to enable faculty explain lessons included in
the material.

One revealed,

I do not know if I am right, there are dead spots in our office why
is why, I cannot connect to the internet many often. With this,
I bring works at home where internet connection is faster and better.

The use of internet connection is paramount to crafting instructional materials since it

stores almost everything that a person could learn. The internet can serve as an alternate
to physical libraries. Since the emergence of the internet, it has become an essential
tool of communication and medium for research for it provides many opportunities and
information to many people around the world in many different ways (Dogruer et al.,
2011). The use of recent technologies and resources in education lead to perfect teaching
process and meet international standards (Geladze, 2015).

Theme 2. Lack of training on IM preparation. Also, the holding of trainings focused on

crafting IM is also imperative to equip the faculty important skills needed in the preparation.
The need for instructors to be trained regardless of degree attained and length of service is
found necessary as this is an opportunity for them to be adept of the challenges in teaching
and be at par with recent trends in education.

Various claims reflect instructors’ clamor for training:

I have problems in starting to do my module. This could have been

brought about by absence of training on IM preparation. Crafting the
module was challenging.

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Dyanika P. Nolasco

No training was held. Though I can find resources online, I still need a
training.

The template distributed was not enough. It should have been discussed
to us in-depth. This could be done in training, I think.

Given the central importance of education in any society, teachers are expected not only
to be competent but also to be professional in their subject matters. They have to possess
a great deal of knowledge and skills in teaching. Thus, a good quality of teacher training
and professional development, alongside with motivating environments impacts teaching/
learning improvement (Boudersa, 2016). It is in this case that training for IM preparation is
vital to equip teachers with knowledge and skills they need to possess in preparing modules.
Teachers, despite length of service, need to develop their professional thinking and practice
throughout their careers (Cambridge Professional Development Qualifications, 2014).

It implies that the role of the university in providing various resources for the teaching-
learning process, as well as giving trainings for a specific skill that an instructor should
possess is very important especially in this time of pandemic when almost everything, if
not all aspects of the academic community is widely affected. Since, during these days,
there is a move toward modular approach in teaching in technical, vocational and higher
education (Malik, 2012) and shifted instruction from traditional method of instruction
to an outcome-based learning paradigm (Ministry of Education, 2013), there is a need
for provision of resources so as shifting becomes even and effective. Training for teachers
demands attention.

Making topics easily comprehensible and technical terms simplified. Since face-to-face classes
were not allowed, faculty members need to flex and strategise so the quality of the
teaching-learning process is not compromised. The process of flexing and strategising were
full of struggles. One of these struggles is the need to make topics be delivered to students
so these are understandable or comprehensible to them. Technical terms were difficult to
simplify. These were noted in interviews conducted.

It is too hard to make things easy. How can I explain the different steps
in solving a mathematical problem so students will understand? I need
to explain it in steps like I am explaining it to them in person. This was
a challenge.

There are technical terms that need to be explained further using various
examples. I cannot do that in a module.

It is too hard to explain programming concepts in a module. I cannot

assure that they can follow the codes but to suffice the discussion, I
include video links for students to see. However, I am not sure if all
students can access these.

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Some instructors find it difficult to shift from traditional to modern way of teaching.
Thus, the shift from face-to-face to modular approach remains a challenge. Some other
instructors also attributed the dominance of traditional teaching approach for the nature of
classroom, shortage of time for covering courses, and large class size (Dejene, 2019). This
is the reason why teachers find difficulty to explain topics in modular approach as they
settled on doing in face-to-face classes. But, if education aims to produce independent
learners, then the teacher must be regarded, not as a dispenser of knowledge, but as one
who dispenses with knowledge as the major outcome of education.

Unavailability of printing materials. Availability of resources is tantamount to performing

tasks and services efficiently. Thus, the absence of materials for teaching or resources for
printing modules could lead to compromising efficiency and quality.

After preparing modules, college instructors struggled on various after-activities. The

reproduction of modules seemed to be a burden to them. The unavailability of printing
materials worsened the situation. Respondents shared their challenges on these.

I pity the reproduction unit because it’s undermanned.

Due to the pandemic, there were restrictions in deliveries; thus, supplies

were limited.

Sometimes I bring school to home. I print modules at home so as not to

add to the burden in reproduction.

Some offices in the university, whose supplies are more than adequate.
they shared their photocopiers to us.

Reproduction and distribution could not have been this difficult if

printing materials were provided earlier.

The availability of materials for teachers and students are necessary to effectively fulfill
the goal of education. When resources are underutilised, the didactical and pedagogical
skills of teachers are imperiled. Well-equipped schools with relevant facilities which
comprise instructional materials and other resources do much in standardised examination
(Mupa & Chinooneka, 2015).

Theme 3. Absence of IM review. The most effective teachers are not the perfect ones. They
are those who believe that their works are not perfect but can be improved through careful
planning and review. In statements of faculty members, IM review is very important before
preparing modules for distribution. Thus, the absence of this process was a challenge for
them. This is confirmed in utterances of respondents.

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Because we lack time, modules were not rigidly reviewed.

Even I have lived my life in teaching, I could still appreciate that my

works are checked. I could not see my own mistakes, other might. It’s
also an opportunity for growth when modules were reviewed.

According to Dahar and Faize (2011) instructional materials are print and non- print
items that are designed to impact information to students in the educational process;
thus, it is essential that modules prepared undergo instructional materials review by a
certain committee. Further, the most effective teachers ensured that students efficiently
acquired, rehearsed and connected knowledge (Rosenshine, 2012). Thus, this calls the
academe to review materials teachers use in the process of teaching.

Theme 4. Difficulty of module distribution. The University strategised toward the distribution
of modules to the students. Some students were not reached through social media due
to the absence of internet connection. Others cannot be called through cellular phones
since signals were not available. Struggles on module distribution were discussed in the
following claims:

Module distribution was a dilemma.

The distribution of modules was challenging. Students live in various

barangays in the province. There are a number of them who cannot
be reached since there were no internet connection neither cellphone
signals. This was too difficult.

Because we lack resources, distribution was not done one-time. It was

realised in days. Thanks that others use their own vehicles to deliver
modules right into the doorsteps of our students.

Since the pandemic, there were restrictions in the movement of people. Various health
protocols were followed. Limitations on going out for individuals for certain ages were
implemented (WHO, 2020). Thus, module distribution has become a challenge for faculty
members as they need to adhere to these protocols.

The result implies that the work of a teacher does not end upon completing the module,
it continues even after. The material needs to undergo review to assure the usability of
the module. It has to be produced so each student is given copy. With this, resources like
printing materials need to be provided so everything runs smoothly.

This result, in a way, supports the survey of the American Psychological Association
(2012) that younger people experienced the most stress and the least relief, they report
higher stress level than older generations and say they were not managing it well.
A teacher’s role and attributes are essential in the teaching process. They are an integral
part of any instructional activity (Salandanan, 2012). Teaching methodologies teachers

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employ is paramount to creating beneficial interactions and positive responses, and

contributory to promoting self-directed learning and independent decision-making.
Further, Fruitful learning is achieved when a teacher shows desirable attributes coupled
with organized methodical teaching (Agsalud, 2016) Thus, the ability to manage stress
and battle challenges in teaching is important.

DISCUSSIONS

CONCLUSION AND FUTURE WORKS

The sudden change in the mode teaching delivery in higher education in the country has
challenged institutions to plan and strategise. Since the state university adapted modular
approach to teaching to reach most students, college instructors crafted self-paced learning
modules and experienced a lot of challenges along the way.

Findings revealed that college instructors were dominantly non-education graduates but
obtained professional education units that armed them with various teaching principles and
methods, were relatively young in teaching service, mostly handling core/major subjects
in the courses where they were assigned and have minimal preparations and modules
crafted for the current semester. Results also showed that they experienced very serious
problems on meeting deadlines, slow internet connection, introducing topics for easier
understanding, simplifying technical terms, using exposition in discussion, absence of IM
review, unavailability or insufficiency of printing materials, undermanned reproduction unit,
laborious sorting and distribution of materials to students which imply that preparation of
modules is not an easy task since various considerations need to be addressed so things
and processes become smooth and easy. Also, those newbies in teaching were better in
managing pressure in beating deadlines and were adaptable in explaining concepts through
examples; but those who were veterans were problematic that modules did not undergo IM
review. Non-education graduates with PES were more challenged on the unavailability or
insufficiency of materials for the printing of modules. Those who have more preparations
find the unavailability or insufficiency of references and making explanations easier to be
understood as a problem but not as severe as those who have lesser module preparations
see it.

With some of the problems or challenges found very serious, there were various
considerations noted so as to improve modular approach mode of teaching especially for
state universities. The school could consider the creation of a functional committee for
the review of the materials to guarantee its quality and usability, spearheading trainings
on module and teaching material preparation to arm faculty with the necessary skills,
providing sufficient resources that can serve as references of topics included in the modules,
to name a few.

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