Modular learning in English: A narrative inquiry of High School English teachers' experiences

Abstract

This narrative inquiry aimed to gain a more in-depth understanding of teachers’ experiences and experiential knowledge on the implementation of modular learning in the National High School from Southern Iloilo. To make this possible, an in-depth interview was made among eight (8) English teachers in which their answers were transcribed, analysed and linked to Dewey’s Theory of Experience. There were three (3) themes generated about teachers’ perception in modular learning: (1) Personal knowledge and evaluation of the task, (2) Perceptions toward modular learning compared to traditional face-to-face learning, (3) Comparison of preparation of modules versus lesson plan under the traditional face-to-face learning. Three (3) themes were generated about the teachers’ challenges in the preparation and distribution of modules: (1) Teachers’ attitudes toward the task, (2) Evaluation of time during the experience, (3) Personal and professional sacrifices. There were also three (3) themes generated about teachers’ changed perceptions after the experience: (1) Evaluation or support received by the government, (2) Observed changes in perception towards teaching English, (3) Adjustment after the pandemic. The results of the study implied positive attitudes of the participants despite the challenges they had encountered in the preparation and distribution of the modules to students. The findings indicated that the primary challenges of teachers were reproduction, distribution, and retrieval of the modules. The study revealed that in this modality, teachers have no control in the subject matter. Due to no control, they no longer find teaching English challenging.