Maria Rebecca B. Talledo
https://orcid.org/0000-0002-5389-527X
mrtalledo@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines
Franxes Ghia U. Tordil
https://orcid.org/0000-0002-7383-7974
fgtordil@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines
Ma. Lourdes Q. Bejarin
https://orcid.org/0000-0002-4876-9578
mlbejarin@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines
Donna Joy C. Valdez
https://orcid.org/0009-0004-6363-8690
dvaldez @asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines
ABSTRACT
The implementation of flexible learning depends upon various contexts and experiences of the learners. This study ventured on the experiences of the College of Teacher Education and Home Technology (CTEHT) students on the delivery of the curriculum on modular and online modes of learning. It sought for the significant difference in the students’ experiences in modular and online learning. The respondents were the 179 Third Year students of the college. The study used descriptive-comparative research design. The instrument was crafted by the researchers after thorough deliberation on their personal experiences with the students during the conduct of the flexible learning modality. The instrument was validated by the three professors of the college with an overall mean of 4.44 with a cronbach alpha coefficient of 0.74 described as reliable. Results showed that the modules helped the students to understand the content of their subject through appropriate font size, design, layout, comprehensive discussion, and engaging activities with clear instructions. Though slow internet connectivity was a common problem, the students were able to acquire the necessary knowledge and skills because of engaging tests, prompts, and tasks and their teachers were approachable and accommodating when they had clarifications. Furthermore, the students have similar experience during the modular and online classes. Thus, the context of the learners needs to be taken into consideration when flexible learning is implemented through the modular and online modalities. It is highly recommended that enhancement of the module content and stronger internet connection must be given priority.
KEYWORDS
Modular learning, online learning, students, experiences, flexible learning, COVID-19 pandemic, Philippines, Asia
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