Perceived Effects of Modular Learning on Junior High School Teachers’ Attitudes and Teaching Performance

Abstract

Modular learning is the most common approach adopted by the Department of Education. This study aimed to assess the perceived effects of modular learning on the attitudes and teaching performance of Junior High School teachers. It employed a quantitative descriptive correlational design. The research involved a total enumeration of Junior High School teachers at Ilocos Sur National High School during the SY 2021-2022. It examined the relationship between the perceived effects of modular learning and respondents’ profiles, including age, sex, civil status, educational attainment, monthly salary, years in teaching, training attended, number of preparations, area of specialization, and other school assignments. The findings indicated that most respondents were middle-aged, female-dominated, married, had a Bachelor’s degree with Master’s units, and had a monthly salary ranging from ₱29,798 to ₱32,069. Teachers perceived that modular learning had a positive impact on their attitudes, implying high positivity and acceptance. Similarly, the perceived effect on teaching performance received a high overall mean rating, suggesting that respondents believed it enhanced their teaching efficiency. Significant relationships were identified between perceived effects on teachers’ attitudes and age, civil status, monthly salary, years in service, area of specialization, and other school assignments. The perceived effects on teaching performance were associated with civil status and the number of training/seminars attended. The primary problems encountered were ineffective communication, insufficient resources, incomplete answer sheets, and difficulty validating students' performance, which can cause them to be stressed, burnt out, and even frustrated. Based on the findings, the school administration may work with the teachers to address their issues and concerns as they transition to the new normal teaching practices.