Multidimensional Assessment of the Delivery of Grade 1 Classes under Modular Instruction
DOI:
https://doi.org/10.7719/jpair.v53i1.653Keywords:
Education, multi-dimensional assessment, modular instruction, descriptive, PhilippinesAbstract
This research delves into the global impact of the COVID-19 pandemic, particularly on educational institutions, necessitating the temporary closure of schools, which are primary learning environments for a vast number of students worldwide. In response to this challenge, the Department of Education (DepEd) in the Philippines implemented the Modular Distance Learning Modality (MDL), with a preference for this approach in many public schools across the country. MDL relies on printed and digital modules for instructional delivery. The primary objective of this research is to comprehensively assess the implementation of MDL for Grade 1 classes in selected public elementary schools in Santiago, Agusan del Norte. Specific goals include investigating stakeholder perspectives, identifying pedagogical needs for teacher support, measuring pupil competency in reading, writing, and numeracy, and formulating evidence-based recommendations for targeted catching-up programs. These programs aim to better prepare Grade 1 learners to transition to face-to-face classes, contributing valuable insights to educational policies and practices. Utilizing a descriptive research design incorporating both qualitative and quantitative techniques, this study investigates the lived experiences of teachers, tutors, and parents through interviews and focus group discussions. The findings reveal that a majority of Grade 1 pupils exhibit low or very low competencies in reading and numeracy while demonstrating above-average and excellent skills in writing.
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Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.
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Copyright (c) 2023 Christa O. Capilitan
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Open Access. This article published by JPAIR Multidisciplinary Research is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.