SDCA Asia-Pacific Multidisciplinary Research Journal

Abstract

The study examined the teachers' willingness in the implementation of modular distance learning (MDL) toward transactional distance (TD) as the basis for present level of educational performance (PLEP) innovation in Tayasan District I, Division of Negros Oriental, the School Year 2020-2021. The study was a descriptive type. The survey questionnaire using Google Forms was utilized and sent to the teacher-respondents online. Data gathered were statistically treated using frequency distribution method and analyzed using percentage, weighted mean, and Chi-square Test at 0.05 level of significance using the software Interactive Chi-square Test of Kristopher J. Preacher. The findings revealed that 97 or 71.85% of the 135 teacher respondents are female within the age category of 31 and below; 74.81% of the respondents earned units in the master´s degree; and 40 or 29.63% of them had attended in-service training at the regional level. Respondents have shown a very willing descriptive rating in the implementation of the MDL toward the transactional distance. Parents' low educational background resulting in less desire in coaching their children as the highest deterrent factor in the implementation of MDL. Hence, the PLEP is formulated to provide intervention activities on the prevalent deterrent factor in the implementation of MDL amid the -19 pandemic. Teachers were very willing and supportive in the implementation of MDL in Tayasan District 1 in School Year 2020-2021 through the Basic Education Learning Continuity Plan (BE-LCP) of the Department of Education to ensure that learning opportunities were provided to the students through the different modalities among others. However, teachers' highest in-service training attended has a significant relationship with the deterrent factors in the implementation of MDL. It is crystal clear that there was a wide disparity in transactional distance between teacher and learner's dialogue due to the use of modular distance learning, completely wanting of face-to-face instruction, hence; asynchronous. But on the other hand, the transactional distance was lessened due to the strong bilateral partnership between teachers and parents (who represented their children in receiving the learning materials in module forms), in mentoring their children (enrolled in the school year 2020-2021) in the teaching-learning process which took place at home.

Keywords:  Transactional distance. Modular distance learning. Pandemic. Implementation. PLEP.

To cite this article:

Alejo, Y. E., & Real, D. V. C. (2021). Teachers’ willingness in implementing modular distance learning: The basis for PLEP innovation. SDCA Asia-Pacific Multidisciplinary Research Journal, 3, 56-61. doi: 10.5281/zenodo.8022252