Modular Distance Modality in Learning Science: Its Effectiveness and Difficulties as Perceived by the Students and Teachers

The COVID-19 pandemic has significantly impacted the education sector, leading to the implementation of alternative learning modalities. In response, the Department of Education (DepEd) issued DepEd Order #12, series of 2020, enforcing the Basic Education Learning Continuity Plan. At Narra Integrated School, Modular Distance Learning (MDL) became the primary mode of instruction, supported by radio-based lessons. However, the effectiveness of this approach, particularly in science education—which requires hands-on activities such as observation, measurement, and experimentation—remains uncertain.This study employed a descriptive-correlational quantitative approach, surveying 431 students through simple random sampling and all science teachers through total enumeration. An adapted and modified survey questionnaire from Dangle and Sumaoang (2020) was used to collect data. Results revealed that both students (M=3.06, SD=0.24) and teachers (M=2.93, SD=0.38) perceived MDL as effective. However, difficulties such as small fonts and misarranged pages in modules hindered student learning, while insufficient load allowances posed challenges for teachers. Statistical analysis indicated no significant difference (p=0.088) between students’ and teachers’ perceptions of MDL effectiveness in science. To improve MDL, the study recommends enhancing learning experiences in modules to increase engagement, developing localized and contextualized science materials, and ensuring high-quality printed modules with standard font sizes. Additionally, providing adequate printing resources and internet connectivity for teachers is crucial. Collaboration among stakeholders is necessary to address technological gaps and improve modular learning implementation. These findings highlight the need for continuous refinement of MDL to ensure quality science education despite distance learning challenges.