Implementation of Modular Distance Learning of Kindergarten Curriculum in DepEd District I, Ifugao: Importance and Challenges
DOI:
https://doi.org/10.65339/ijsair.V2.I2.405Keywords:
Classroom Management, Curriculum Implementation, Distance Learning, Kindergarten Teachers, Modular Distance Learning, Pandemic Education, Teaching and Learning Process, Workload ChallengesAbstract
This study examined the implementation of the modular distance learning curriculum among kindergarten teachers in District I, DepEd Ifugao during the COVID-19 pandemic. Anchored on the principles of curriculum implementation and distance learning, the study aimed to determine the level of importance of modular distance learning in terms of teaching and learning process, content, plans and activities, evaluation, social environment, physical facilities, and goals and objectives, as well as identify the challenges encountered by teachers and determine significant differences in their perceptions based on selected demographic variables. The study employed a descriptive quantitative research design utilizing a survey questionnaire as the primary data-gathering instrument. Respondents of the study were kindergarten teachers from District I, DepEd Ifugao. Statistical tools such as frequency count, percentage, weighted mean, and inferential statistics were used to analyze the data. Findings revealed that teachers perceived the implementation of modular distance learning curriculum as highly important across all measured dimensions. However, teachers experienced serious challenges related to workload, instructional management, classroom management, and geographical location of schools. Significant differences were also found in teachers’ perceptions when grouped according to selected profile variables, indicating that professional experiences and demographic characteristics influenced their assessment of curriculum implementation. The study concluded that while modular distance learning served as an essential alternative mode of instruction during the pandemic, adequate institutional support, instructional resources, and collaborative interventions are necessary to address existing challenges and improve implementation effectiveness. The study supports Sustainable Development Goal (SDG) 4, which promotes inclusive and quality education, particularly in ensuring continuity of learning during emergencies. It also contributes to sustainable educational practices by strengthening institutional responsiveness, teacher support systems, and community collaboration in basic education delivery.
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