Evaluating the Sufficiency of Multiplicity Functions of Visual Cues in English Modules for Remote Learning: Perspective from Public Junior High School Teachers

This study aims to evaluate the sufficiency of visual cues in English modules and examine the adaptation practices of public junior high school teachers in utilizing these modules. Employing a descriptive-correlational research design, the study analyzed the relationship between the sufficiency of visual cues and the extent of teachers’ adaptation practices. Data were collected using a researcher-constructed survey instrument, validated and tested for reliability, and distributed to 70 junior high school English teachers in Tanauan City through an online platform. Statistical analyses, including mean, standard deviation, and Pearson Product-Moment Correlation, were employed to interpret the data. The findings revealed that visual cues in English modules were perceived as moderately sufficient, with teachers demonstrating a moderate extent of adaptation practices. A positive correlation was identified between the sufficiency of visual cues and the extent of adaptation practices which emphasizes their interconnected role in fostering effective teaching strategies. These results highlight the potential of well-designed visual cues and adaptive practices to enhance critical thinking and creativity among students by supporting more effective and inclusive learning experiences in diverse educational settings. This study calls for the implementation of professional development programs to enhance teachers’ competencies in adapting and integrating diverse, culturally responsive visual elements into their instructional practices to foster deeper student engagement and more meaningful learning outcomes.