International Journal of Learning Reformation in Elementary Education Vol.
No.
01, pp.
org/index.
php/IJLREE DOI: 10.
56741/ijlree.
Attitudes among Public School Teachers during The Implementation of Modular Distance Learning in Philippines 1Cristina B.
Jayme, 2Al-Rashiff Hamjilani Mastul*, 3Alwida Abdurahman Alih Corresponding Author: * alrashiffmastul@msutawi-tawi.
1 Western Mindanao State University.
Philippines 2 Mindanao State University - Tawi-Tawi College of Technology and Oceanography.
Philippines 3 Tawi-Tawi Regional Agriculture Colleges.
Philippines ARTICLE INFO
Article history Received 12 December 2024
Revised 21 March 2025
Accepted 27 March 2025
ABSTRACT
The COVID-19 pandemic has significantly reshaped the educational landscape, necessitating the implementation of Modular Distance Learning (MDL) in the Philippines.
This study investigates the attitudes of public school teachers towards MDL, focusing on their readiness, schoolsAo preparedness, and the effectiveness of modular instruction.
Employing a descriptive quantitative research design, data were collected from 261 public school teachers in Zamboanga City using a survey questionnaire.
Results indicate that teachers exhibit a high level of readiness to implement MDL, demonstrating adaptability and willingness to embrace new teaching strategies.
Schools also displayed a high level of preparedness, with established communication channels and health protocols.
However, challenges persist, particularly regarding the effectiveness of modular instruction, which teachers perceive to be less effective compared to face-to-face learning.
Statistical analyses reveal no significant differences in teachersAo attitudes based on demographic factors such as years of experience, educational background, or employment status.
However, male teachers reported a higher perception of module effectiveness compared to their female counterparts.
The findings underscore the need for continuous professional development and improved module design to enhance learning outcomes.
This study contributes to understanding the realities of MDL implementation and provides a basis for future research on improving distance learning strategies.
IJLREE Vol.
No.
April 2025, pp.
Keywords Distance Learning Effectiveness Preparedness Readiness TeachersAo Attitudes This is an open-access article under the CCAeBY-SA license.
Introduction The Corona Virus disease (COVID-.
is a global occurrence that led to the threshold of the so-called "new normal" and caused enormous changes in the landscape of education.
the Philippines, the problem has been addressed with the use of Distance Learning (DL) as an innovative approach in providing quality education to learners through DepEd Order No.
Castroverde & Acala .
underlined that when it comes to modular remote learning, teachers face a variety of challenges.
One of them is to take part in many exposures and training to provide good education in the face of the challenges, as it may be needed to coach educators not only for the advancement of knowledge but also to be ready for unpredictable events .
Moreover.
Macaraeg et al.
said that there is an increased burden, health issues, and increased expenses, forcing teachers to appeal for donations of bond paper and ink to print because of modular distance learning.
Teachers manage to adapt to the new normal and perform their jobs despite problems that may impair their work .
Modular instruction is more successful than traditional instruction in the teaching-learning process .
It is an unconstrained self-learning strategy in which feedback is provided to practice activity, which inspires the learners and enhances their curiosity .
As a result, this type of learning mode encourages a student-centered approach.
However, as Dangle and Sumaoang .
reported, the school faces several challenges in this learning modality, including the lack of The use of modular learning caused several issues for parents, instructors, and learners.
In the module creation and delivery, children encounter self-study problems, as do parents' failure to cognitively train their children .
As a result, it is evident that there are difficulties encountered in modular instruction.
Furthermore, the application of modular instruction necessitates readiness on the part of every teacher and preparedness for all schools, as well as adherence to the Department of Education's standards that learning should never end, regardless of the challenges that the education sector may face in the future.
Hence, determining the attitudes and coping mechanisms of school teachers towards the implementation of modular distance learning is significant because it will open everyone's mind to the reality and practices of the new normal Attitudes among Public School Teachers during the Implementation of ModularA (Jayme et al.
IJLREE Vol.
No.
April 2025, pp.
of education.
The findings will raise awareness and they can be utilized as a baseline study for future related research.
This study attempted to determine the attitudes public school teachers towards the implementation of modular distance learning.
Specifically, the study sought answers to the following research questions:
What are the attitudes towards Modular Distance Learning (MDL) among the Public Schools teachers in terms of: TeacherAos Readiness.
SchoolAos Preparedness.
ModuleAos Effectiveness A Is there a significant difference in the attitudes towards Modular Distance Learning (MDL) among the Public school Teachers in terms of Readiness.
SchoolAos Preparedness and ModuleAos Effectiveness when the variables is categorized according to: Area of Specialization.
Track.
No.
of Years in Teaching School .
Rank.
Age.
Employment Status.
Highest Degree Obtained.
Sex.
Grade Level Taught Material and Methods Research Design The study focused on the TeacherAos Attitude in the Implementation of Modular Distance Learning in the Public Schools.
Descriptive Quantitative Research Design was used with the aid of questionnaire-checklist.
This method is deemed appropriate since it describes, analyzes, and interprets data.
It also involves some comparison and contrast and attempts to discuss correlations between variables.
Descriptive research is a purposeful process of data collection, analysis, classification, and tabulation about present situations, practices, trends, processes, and cause-effect correlations, as well as providing adequate and correct interpretations of such data using or without, or with relatively minimum statistical approaches.
Research Locale The study was conducted in the Department of Education-Zamboanga City Division, specifically among the public schools.
The study focused on school teachers from grades 11 to There are 491 School Teachers in the division of Zamboanga City.
A school coordinator leads public schools, which are overseen by a school administrator.
The schools are an appropriate setting for research because they are public high schools with a significant population of teachers among the cityAos secondary schools.
It is also one of Zamboanga CityAos fastest expanding government schools.
Population and Sampling Procedure For the selection of the respondents, the researcher chose the school teachers from Grades 11 to 12.
A cluster design was employed in this study where 50% of the total schools served as P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
April 2025, pp.
a sample.
Thus, 20 out of 39 schools were selected using a simple random sampling design, and 261 school teachers were considered respondents in this study.
11 10 10
Fig.
Number of Respondents Per School Fig.
RespondentsAo Profile according to Area of Fig.
RespondentsAo Profile according to Track Specialization Fig.
RespondentsAo Profile according to No.
Fig.
RespondentsAo Profile according to Rank Years in Teaching School Attitudes among Public School Teachers during the Implementation of ModularA (Jayme et al.
IJLREE Vol.
No.
April 2025, pp.
Fig.
RespondentsAo Profile according to Age Fig.
RespondentsAo Profile according to Employment Status Fig.
RespondentsAo Profile according to Highest Fig.
RespondentsAo Profile according to Sex Degree Obtained Fig.
RespondentsAo Profile according to Grade Level Taught Research Instrument The research instrument used in this study was very important to uncover and obtain the respondents' experiences, as well as to obtain the attitudes and coping mechanisms of school teachers towards modular distance learning.
A 55-item survey questionnaire-checklist was employed as the research instrument in this study.
The instrument developed was tailored to the level of the respondents.
The first part of the questionnaire-checklist included the demographic profile of the respondents such as area of specialization, track, no.
of years in teaching school , rank, age, employment status, highest degree obtained, sex and grade level taught.
A presently developed tool was utilized to determine the attitudes of school teachers towards modular distance On the other hand, to determine the coping mechanisms employed by the teachers, the subscales of the Brief-COPE Scale .
were adapted.
P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
April 2025, pp.
The instruments had two parts: Part one consisted of the respondentAos personal data, and Part Two was the survey questions.
The research instrument employed a five point Likert Rating System with descriptive ratings of 5-Strong Agree (SA), 4-Agree (A), 3Undecided/Neutral (U/N), 2-Disagree (D), and 1-Strongly Disagree (SA).
It likewise used a scale such as 5= (Very Hig.
4=High (H).
3=Fair (F).
2=Low (L).
and 1=Very Low (VL).
Table 1.
Numerical and Descriptive Ratings for the TeachersAo Attitude Descriptive Ratings Very High (VH) High (H) Fair (F) Low (L) Very Low (VL) Range of Mean Scores .
50 - 5.
50 - 4.
50 - 3.
50 - 2.
00 - 1.
The survey questionnaire consisted of 55-items that the teachers reviewed and scored on the scale of one to five such as teachersAo readiness, schoolsAo preparedness, modulesAo effectiveness, approach strategies, avoidant strategies, and nor approach nor avoidant Moreover, depending on the respondents' grasp of the statements in the instrument, the time it took to complete the survey questionnaire ranged from 15 to 30 minutes.
Validity and Reliability Two school principals, one master teacher, one associate professor, and one retired college dean were requested to validate the instrument used in this study.
Their professional opinions constituted the basis for the enhancement and amendment of the items in the instrument to make it appropriate for the study.
The instrument was pilot tested on school teachers at Talisayan School and Vitali National High School.
The result was subjected to a reliability test using statistical software.
It was found out that all items yielded reliability alpha .
938 which is considered as excellent reliability value (Table .
Hence, all items were retained (Table .
Table 2.
Reliability Statistics CronbachAos Alpha CronbachAos Alpha CronbachAos Alpha Based on Standardized Items N of Items Descriptive Interpretation Very High Reliability Table 3.
Cronbach Alpha Reliability Coefficients for Interpretation Alpha 90 and above 70 to < .
50 to < .
30 to < .
< .
Values Interpretation Very High Reliability High Reliability Moderate Reliability Low Reliability Little if any reliability Data Gathering Procedure Preliminary Preparation Stage Attitudes among Public School Teachers during the Implementation of ModularA (Jayme et al.
IJLREE Vol.
No.
April 2025, pp.
For the study to be carried out, the researcher has personally secured written permission from the Zamboanga City SchoolsAo Division Superintendent and school principal of schools.
A research endorsement from the office of the Superintendent was granted to the researcher.
This formal authorization was critical to the data collection At the same time, the said authorizations were very necessary for the researcher in order to have the accessibility in the public schools in Zamboanga City.
Gathering Information Stage Prior to the conduct of the research study, the researcher has first acquired the necessary informationAos from Zamboanga City's public schools.
Obtaining the total number of school teachers, as well as the number of copies of questionnaires to prepare for the respondents, were important concepts that will aid the researcher in planning and Since the primary goal of this study is to evaluate school teachers' attitudes concerning the deployment of modular distance learning, the necessary data can only be obtained by dealing with the responders in the context of their school.
Furthermore, a survey questionnaire-checklist was used in this study to obtain a comprehensive picture of the respondent's experiences.
Data Analysis Procedure After the researcher had administered the test, the collected data was tabulated, analyzed, and subjected to statistical tests.
Table 4 shows the results.
Table 4.
Scale of Measurement for the Attitudes School Teachers Range 50 - 5.
50 - 4.
50 - 3.
50 - 2.
00 - 1.
Interpretation Strongly Agree Agree Neutral Disagree Strongly Disagree To examine and comprehend the data, quantitative data processing and evaluation were See Table 5 for the description.
Table 5.
The relationship between problem and statitstic tool Problem What are the attitudes towards Modular Distance Learning (MDL) among the Public Schools teachers in terms of: TeacherAos Readiness.
SchoolAos Preparedness, and ModuleAos Effectiveness Is there a significant difference in the attitudes towards Modular Distance Learning (MDL) among the Public school Teachers in terms of Readiness.
SchoolAos Preparedness and ModuleAos Effectiveness when the variables is categorized according to: 1.
1 Area of Hypothesis None Statistical Tools Weighted Mean There is a significant difference in the attitudes towards Modular Distance Learning (MDL) among the Public school Teachers in terms of Readiness.
SchoolAos Preparedness and ModuleAos Effectiveness when that variable is T-Test and ANOVA P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
April 2025, pp.
Problem Specialization.
2 Strand.
3 No.
Years in Teaching School.
4 Rank.
Age.
6 Employment Status.
Highest Degree Obtained.
8 Sex.
9 Grade Level Taught Hypothesis categorized according to area of of years in teaching school .
employment status.
degree obtained.
and grade level taught.
Statistical Tools Results and Discussion Research Problem 1: What are the attitudes in terms of: TeacherAos Readiness.
SchoolAos Preparedness.
ModuleAos Effectiveness.
The developed tool had 35 items on the scale, eleven items for teachersAo readiness and schoolsAo preparedness and thirteen items for modulesAo effectiveness.
Table 6 presents the school teachersAo readiness in the implementation of modular distance learning in the division of Zamboanga City.
Table 6.
RespondentsAo Readiness towards Modular Distance Learning Statement
RANK
I am ready to conduct modular distance learning for my students.
I am ready to take the responsibility of monitoring the progress of I am ready to employ internet-based modules or learning materials, such as Youtube.
Ted Talks, and the like.
I am ready to utilize Edmodo.
Canvas.
Google Classroom, or Zoom as learning management systems that can be used for distance learning.
I am well-equipped and ready for modular distance learning since I attended a training or workshop.
I am ready to conduct home visitation to students at risk of failing in this time of pandemic.
I am ready to take calls, respond to messages, or email from the students and parents who seek my assistance.
I am ready to explore and learn new things associated with modular distance learning.
I am ready to adapt to the changes brought by the new normal I am ready to deliver quality education in the face of this pandemic.
I am ready to create instructional activities that allow students to interact with one another .
, discussion forums, wiki.
Grand Mean Interpre High High High High Fair High High Very High High High High High Legend: 5=4.
00 Very High (VH).
4=3.
49 High (H).
3=2.
49 Fair (F).
2=1.
49 Low (L) and 1=1.
Very Low (VL).
Indicator 8 (I am ready to explore and learn new things associated with modular distance learnin.
obtained the highest weighted mean of 4.
50 with very high descriptive interpretation, while indicator 5 (I am well-equipped and ready for modular distance learning since I attended a training or worksho.
got the lowest weighted mean of 3.
95 with fair The data imply that school teachers welcome new learnings and opportunities associated to modular distance learning.
Teachers are ready and willing to discover and gain new insights so that they will be able to give the needed knowledge and skills for their learners.
Attitudes among Public School Teachers during the Implementation of ModularA (Jayme et al.
IJLREE Vol.
No.
April 2025, pp.
Furthermore, teachers believed that their expertise towards modular distance learning is not enough since they have limited trainings and seminars with regards to this learning modality.
The data show that the grand mean category for teachersAo readiness is 4.
This implies that the school teachersAo readiness towards the implementation of modular distance learning is high.
Despite the pandemic which led to the new normal education, teachers are ready to implement modular distance learning to students.
This supports the study made by Carreon .
where the result of the study showed that select English teachers have expressed their readiness in terms of their understanding and usage of Modular Distance Learning.
However, educators still have a huge need trainings and webinars to make their lessons more engaging and relevant.
It can be inferred in the study that despite having limited time to prepare before the schools started and making necessary curriculum revisions, the teachers were able to cope and prepare themselves, as well as the learning materials that needed to be provided to the students .
See Table 7 for respondentsAo attitudes on schoolsAo preparedness.
Table 7.
RespondentsAo Attitudes on SchoolsAo Preparedness Statement Rank Interpre High The school has strengthened the use of different communication channels to connect with parents and students during the COVID-19 The school has provided capacity-building on modular distance High learning for teachers.
The school has a stable internet connection.
High The school provides adequate financial assistance for the production High of modules and other related expenses.
The school has developed a strong partnership with stakeholders.
High The school conducted an orientation to students, parents, and other High stakeholders on modular distance learning.
The school has developed proper COVID-19 accommodations.
High modifications, and assistance for teachers with healthcare needs.
The school conducts cleaning and disinfection on a regular basis.
High The school has created guidelines for observing social distancing in High the movement of people inside the school premises.
, staggered arrival and drop-off times or place.
10 The school teaches employees about flexible work and leave policies High that allow ill employees to stay at home without worrying about losing their jobs or facing other repercussions.
11 The school trained its staff on the proper health safety protocols in the High distribution and retrieval of modules.
Grand Mean High Legend: 5=4.
00 Very High (VH).
4=3.
49 High (H).
3=2.
49 Fair (F).
2=1.
49 Low (L) and 1=1.
Very Low (VL).
Table 7 shows the respondentsAo attitudes towards schoolsAo preparedness in the implementation of modular distance learning.
All the above eleven indicators under schoolsAo preparedness were rated with high descriptive interpretation.
Indicator 9 (The school has created guidelines for observing social distancing in the movement of people inside the school premises e.
, staggered arrival and drop-off times or place.
obtained the highest weighted P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
April 2025, pp.
mean of 4.
39 followed by indicator 6 with 4.
38, and then 11 indicators with 4.
The fourth rank can be found in indicator 8 with 4.
18 followed by indicator 1 with a weighted mean of Indicator 10 got the sixth rank with a weighted mean of 4.
23 while indicator 2 with a weighted mean of 4.
22 got the seventh rank.
Indicator 7 got the eight ranks with a weighted mean of 4.
18 while indicator 5 got the nineth rank with a weighted mean of 4.
This is followed by indicator 4 with a weighted mean of 3.
However, indicator 3 (The school has a stable internet connectio.
got the lowest weighted mean of 3.
The data further imply that the respondents see the preparedness of the school in the implementation of modular distance learning even amid the COVID-19 pandemic.
It is consonance with the study that even though the educational system is experiencing a new normal, schools continue to find ways to provide quality education to students .
The schools inform all stakeholders about the new educational program so that they can participate and be guided by the school's processes in providing basic education services to students .
Furthermore, the schools offer a wide range of learning resources and materials that are all linked to the department's designated essential competences .
Table 8.
RespondentsAo Attitudes on ModuleAos Effectiveness Statement Rank Interpr High High High Fair High are distributed and retrieved with an effective mechanism enable parents/guardians to facilitate in the learning process effective for school learner as good as face-to-face instruction appropriate for working students terminologies chosen are appropriate for the studentAos understanding High can be completed at a given pace High are simple and can be easily grasped by the students High enable to learn the topic in an easier way compared to face-to-face Fair contains the expected learning competencies Fair are given at a speed that allows for reflection and review High has appropriate material presentation/discussion High provides ideas, thoughts, and points that are well-explained High Grand Mean High Legend: 5=4.
00 Very High (VH).
4=3.
49 High (H).
3=2.
49 Fair (F).
2=1.
49 Low (L) and 1=1.
Very Low (VL).
Out of the eleven indicators for modulesAo effectiveness, 10 got high descriptive interpretations while three obtained fair interpretations.
Indicator 1 obtained the highest mean of 4.
22 while indicator 13 got the lowest mean of 3.
It means that respondents believe there is a good framework in place for distributing module retrieval across schools.
A further look at Table 8 shows that modular instruction is good for students who are working, it enables them to study while earning at the same time.
Moreover, the content of the module contains the learning competencies which is needed to will help achieve the goals of Attitudes among Public School Teachers during the Implementation of ModularA (Jayme et al.
IJLREE Vol.
No.
April 2025, pp.
the Department of Education.
It can also be observed that having a grand mean of 3.
82 with a high descriptive interpretation for modulesAo effectiveness is a manifestation that modular instruction can be used in times of pandemic for Filipino learners.
This also implies that the school teachers have a positive attitude towards modulesAo effectiveness.
However, when compared to face-to-face instruction, teachers believed that the topic in modular instruction does not allow students to understand the material more easily.
This is similar to the results of the study, where the majority of students are struggling with this new mode of learning .
90% of the participants struggled to complete their modules.
Half of them don't have enough time in a week to finish all their modules.
They often receive at least eight modules on all topics, with 3-5 exercises in each module.
Table 9.
Summary of the School TeacherAos Attitude towards Modular Distance Learning Attitudes TeachersAo Readiness SchoolsAo Preparedness ModulesAo Effectiveness Grand Mean Rank Interpretation High High High High Legend: 5=4.
00 Very High (VH).
4=3.
49 High (H).
3=2.
49 Fair (F).
2=1.
49 Low (L).
and 1=1.
Very Low (VL).
Table 9 shows the summary of the public school teachersAo attitudes towards modular distance learning in terms of teachersAo readiness, schoolsAo preparedness, and modulesAo It further shows that among the three categories under teachersAo attitude, teachersAo readiness got the highest rank (M=4.
followed by schoolsAo preparedness (M=4.
and then modulesAo effectiveness (M=3.
The data show that all categories obtained a high descriptive interpretation.
Despite the fact that modulesAo effectiveness got a high descriptive interpretation, but it has the lowest weighted mean which implies that modular instruction is not as effective compared to face-to-face instruction.
The data also revealed that despite the limited time available for preparation for modular distance learning, teachers are ready to explore and put forth their best efforts to implement this learning modality since they are already exposed to the institutionsAo various challenges and should always be ready for change as the other research findings .
However, not only is the implementation of modular instruction challenging for teachers, but it is also difficult for students.
Understanding the material of the modules and following the various tasks assigned to students is also a difficulty.
Thus, face-to-face instruction can guide and teach students better than modular instruction.
Research Problem 2: Is there a significant difference in the attitudes in terms of Readiness.
SchoolAos Preparedness and ModuleAos Effectiveness Table 10 presents the result of F-test of One-Way Analysis of Variance (ANOVA) on teachersAo attitudes towards modular distance learning when data are grouped according to P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
April 2025, pp.
area of specialization.
As gleaned in Table 10, findings revealed that significant differences do exists in teachersAo attitudes towards modular distance learning in terms of readiness (F=2.
and schoolsAo preparedness (F=2.
However, significant difference does not exist in terms of modulesAo effectiveness (F=2.
Table 10.
Significant Difference in the Attitudes according to Area of Specialization TeachersAo Attitude Area of Specialization English Filipino Mathematics TeachersAo Science Readiness Social Science TLE/HE/TVL English Filipino Mathematics SchoolsAo Science Preparedness Social Science TLE/HE/TVL English Filipino Mathematics Science ModulesAo Effectiveness Social Science TLE/HE/TVL English Legend: p-value <0.
F-Ratio P-Value Interpretation Significant Significant Not Significant The posited hypothesis in terms of teachersAo readiness and schoolsAo preparedness is accepted and it is rejected in terms of moduleAos effectiveness when data were analyzed according to area of specialization.
When compared to science teachers, social science teachers are more ready to modular remote learning.
This means that these educators are prepared to provide quality instruction even in the face of a pandemic.
Filipino teachers believe that schools are prepared to utilize distance learning, but science teachers thinks that the schoolstill needs to adjust and take the necessary steps to be effective in this type of learning modality.
Furthermore.
TLE/HE/TVL teachers considered that modules were more effective in modular distance learning than science teachers.
This means that, contrary to what science teachers believe, there is a need to improve the effectiveness of the modules.
The findings (Table .
show that significant difference does not exist in the teachersAo attitudes towards modular distance learning in terms of teachersAo readiness .
, schoolsAo preparedness .
and modulesAo effectiveness .
The rejected since there are no significant differences in teachersAo attitudes among the selected public school teachers in Zamboanga City Division when data are grouped according to track.
It further shows that academic and technical-vocational track have similar responses in terms Attitudes among Public School Teachers during the Implementation of ModularA (Jayme et al.
IJLREE Vol.
No.
April 2025, pp.
of the various indicators under attitudes towards modular distance learning such as teachersAo readiness, schoolsAo preparedness, and modulesAo effectiveness.
Table 11.
Significant Difference in the Attitudes according to Track
TeachersAo
Track
Attitude TeachersAo
ACAD
Readiness TVL
SchoolsAo
ACAD
Preparedness TVL
ModulesAo
ACAD
Effectiveness TVL Legend: p-value <0.
Value Descriptive Interpretation Not Significant Not Significant Not Significant Moreover, academic track responses obtained higher weighted mean in all indicators compared to their technical-vocational counterparts.
It implies that track has no bearing on teachersAo attitudes towards modular distance learning in terms of teachersAo readiness, schoolsAo preparedness, and modulesAo effectiveness.
Table 12 shows the significant difference in the attitudes of public school teachers towards modular distance learning according to number of years in teaching school .
Table 12.
Significant Difference in the Attitudes according to Number of Years in Teaching TeachersAo Attitudes Number of Years in Teaching SCHOOL 2 years and below TeachersAo 3-4 years Readiness More than 4 years 2 years and below SchoolsAo 3-4 years Preparedness More than 4 years 2 years and below ModulesAo 3-4 years Effectiveness More than 4 years Legend: p-value <0.
F-Ratio P-Value Interpretat Not Significant Not Significant Not Significant It is revealed in the findings that significant differences do not exists in the teachersAo attitudes towards modular distance learning.
The posited hypothesis is rejected since there is no significant differences in the attitudes of the teacher respondents according to the number of years in teaching school .
It implies that number of years in teaching school does not affect the attitude towards modular distance learning in any indicators under this area.
Moreover, in a study made by Alea et al.
, teachers who have taught for several years have more experience dealing with challenging situations such as pandemics or natural tragedies, which influences their readiness for distance learning education.
Teachers with more years of experience, on the other hand, are more likely to be in the older age group and hence less tech-savvy.
This group of teachers requires additional assistance in delivering their lectures utilizing online technologies.
Teachers who have been on the job for a long time, on P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
April 2025, pp.
the other hand, have had the opportunity to attend seminar workshops on how to provide distance learning instruction .
Table 13 shows the significant difference in the attitudes towards modular distance learning according to rank.
Table 13.
Significant Difference in the Attitudes according to Rank TeachersAo Attitudes Rank Teacher I TeachersAo Readiness Teacher II Teacher i Teacher I SchoolsAo Preparedness Teacher II Teacher i Teacher I ModulesAo Effectiveness Teacher II Teacher i Legend: p-value <0.
F-Ratio P-Value Interpretation Not Significant Not Significant Not Significant The data revealed that there are no significant differences in teachers' attitudes about modular distance learning, therefore, the proposed hypothesis is rejected.
It means that in any of the measures in this domain, rank has no bearing on teachersAo attitudes toward modular distance learning.
Table 14.
Significant Difference in the Attitudes according to Age TeachersAo Attitudes Age Below 30 years old 30-40 years old Above 40 years old Below 30 years old SchoolsAo Preparedness 30-40 years old Above 40 years old Below 30 years old ModulesAo Effectiveness 30-40 years old Above 40 years old Legend: p-value <0.
TeachersAo Readiness Interpreta F-Ratio P-Value Not Significant Not Significant Not Significant Table 14 shows that there are no significant differences in teachers' attitudes about modular distance learning.
The proposed hypothesis is rejected because there is no significant difference in teacher respondents' attitudes based on their age.
Therefore, age has no impact on teachersAo attitude towards modular distance learning in public schools in the Zamboanga City.
It further shows that age is not a factor to be considered in terms of teachersAo attitudes towards modular distance learning among public schools.
Age could not affect any of the three .
indicators under teachersAo attitudes in modular instruction.
Table 15 shows the significant difference in the attitudes of public school teachers towards modular distance learning according to employment status.
Table 15 show that significant difference does not exists in teachersAo attitude towards modular distance learning in terms of teachersAo readiness .
=1.
, schoolsAo preparedness .
, and modulesAo effectiveness Attitudes among Public School Teachers during the Implementation of ModularA (Jayme et al.
IJLREE Vol.
No.
April 2025, pp.
=1.
The posited hypothesis is rejected since there are no significant difference between teachersAo attitude in modular instruction among public schools in Zamboanga City according to employment status.
Table 15.
Significant Difference in the Attitudes according to Employment Status Employme nt Status Regular TeachersAo Readiness Permanent Provisional Regular SchoolsAo Permanent Preparedness Provisional Regular ModulesAo Permanent Effectiveness Provisional Legend: p-value <0.
TeachersAo Attitude T-Value P-value Interpretation Not Significant Not Significant Not Significant The posited hypothesis is rejected since there are no significant differences in the attitudes of school teachers towards modular distance learning when data was analyzed according to highest degree obtained (Table .
There is no significant difference for all the indicators under teachersAo readiness, schoolsAo preparedness, and modulesAo effectiveness.
It means that highest degree obtained whether BachelorAos Degree.
BachelorAos Degree with MA Units.
MasterAos Degree.
MasterAos Degree with Doctoral Units, or with Doctorate Degree do not affect school teachersAo attitude towards modular distance learning.
Table 16.
Significant Difference in the Attitudes according to Highest Degree Obtained Highest Degree Obtained BachelorAos Degree BachelorAos Degree w/ MA units TeachersAo Readiness MasterAos Degree MasterAos Degree w/ Doctoral units Doctorate Degree BachelorAos Degree BachelorAos Degree w/ MA units SchoolsAo Preparedness MasterAos Degree MasterAos Degree w/ Doctoral units Doctorate Degree BachelorAos Degree BachelorAos Degree w/ MA units ModulesAo Effectiveness MasterAos Degree MasterAos Degree w/ Doctoral units Doctorate Degree Legend: p-value <0.
TeachersAo Attitudes F-Ratio P-Value Interpretat Not Significant Not Significant Not Significant The findings (Table .
show that is no significant difference in the attitudes of school teachers in terms of teachersAo readiness .
=1.
and schoolsAo preparedness .
=1.
P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
April 2025, pp.
however there is a significant difference in terms of modulesAo effectiveness .
=2.
when data are grouped according to sex.
Table 17.
Significant Difference in the Attitudes according to Sex TeachersAo Sex Attitude Male TeachersAo Readiness Female Male SchoolsAo Preparedness Female Male ModulesAo Effectiveness Female Legend: p-value <0.
T-Value P-value Interpretation Not Significant Not Significant Significant The posited hypothesis is rejected in terms of teacherAos readiness and schoolsAo preparedness since there are no significant difference involved in the data between school teachersAo attitude in the implementation of modular distance learning among public schools in Zamboanga City when data are grouped according to sex.
It further shows that females and males have similar responses in terms of the various indicators under teachersAo attitudes such as teachersAo readiness, and schoolsAo preparedness.
It implies that gender has no bearing on the attitudes of the respondents in terms of teachersAo attitudes such as teachersAo readiness and schoolsAo preparedness, but it has bearing on the attitudes in terms of modulesAo effectiveness.
Moreover, male respondents obtained higher weighted mean in terms of teachersAo readiness and schoolsAo preparedness compared to their female counterparts.
This shows that male teachers are better in implementing modular distance learning as compared to female teachers.
This finding does not concur with the findings of Islahi .
, where teachers' gender has a significant impact on their attitude toward distance learning education.
Because female teachers were the majority of respondents, it can be presumed that female teachers are more familiar with COVID-19 and its effects on their students' academic performance than male The gender of teachers has a considerable influence on their readiness for distance learning education .
They are likely to be more familiar with COVID-19 and its implications for their students' remote learning studies than male teachers.
However, with regards to moduleAos effectiveness the posited hypothesis exists .
This implies that the male teachers are more prepared in module preparation as compared to female teachers.
The data reveal that when data are categorized according to grade level taught, there is no significant difference in school teachers' attitudes in the implementation of modular distance learning across public schools in Zamboanga City, rejecting the hypothesis (Table .
It also shows that respondents teaching in the different grade level have similar responses to the Attitudes among Public School Teachers during the Implementation of ModularA (Jayme et al.
IJLREE Vol.
No.
April 2025, pp.
many factors underpinning teacher attitudes, such as teachersAo readiness, schoolsAo preparedness, and modulesAo effectiveness.
Table 18.
Significant Difference in the Attitudes according to Grade Level Taught TeacherAos Attitude Grade Level Taught Grade 11 TeacherAos Grade 12 Readiness Multigrade Grade 11 SchoolAos Grade 12 Preparedness Multigrade Grade 11 ModuleAos Grade 12 Effectiveness Multigrade Legend: p-value <0.
F-Ratio P- Value Interpretation Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Conclusion It can be rationally concluded that modular distance learning is a very good tool in the teaching-learning process of the teachers as they are ready to use it as found in the study, and even if the pandemic is over, modular distance learning may still be taken as one of the teaching modalities that can be adopted.
It is safe to conclude that modular distance learning might still be employed even after pandemic because the theory utilized in this study states that transactional distance increases when an educational program has more structure and less student teacher discussion, as some traditional courses do.
This notion is supported by the findings of this study.
School teachers stressed the need to participate in a series of trainings and seminars aimed at improving teachers' relevant educational practices and aligning them with the significant change in learning modalities in basic education.
Conflict of Interest The authors declare that there is no conflict of interest.
References