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 challenge bestowed unto the faculty using modular and online modalities must be considered. It aimed to analyze the teaching experiences of the faculty during the modular and online-based learning. More so, this study is designed to address the concerns and issues of the faculty members to improve the delivery of instruction throughout the no in-person learning modality. It described the modular and online-based teaching experiences of ASIST faculty during the “No In-Person” classes. It described their profile, modular and online teaching experiences, suggestions to improve online teaching, and profile affecting their modular and online-based teaching. The respondents were 76 faculty members of ASIST who utilized the modular and online-based teaching. The study used descriptive-correlational design and the researchers crafted the instrument used since they, too, experienced the modular and online-based teaching modalities. The instrument was validated by selected professors of the institution which yielded a 4.36 mean rating and an alpha coefficient of 0.81 described as highly reliable. The researchers asked permission from the deans, chairpersons, and research coordinators to conduct the study and forwarded the Google Form link to them. The data were processed through SPSS. Results showed that most of the respondents were young, female, with Instructor position, permanent, and MA degree holders. Most them developed 5 to 6 modules with 5 to 6 teaching preparations. The respondents described their modules as interesting with tasks designed to make students’ knowledge meaningful. A good internet connection was one of the requests of the respondents. There was a significant influence of the status of appointment and the highest educational attainment of the respondents on their experiences on modular teaching as well as on their gender and academic rank to how they conducted their online classes. A training on the conduct of online class engagements is highly recommended..
KEYWORDS
Modular teaching, online-based teaching, faculty experiences, no in-person modality, COVID-19 pandemic, Philippines, Asia
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