Difficulties Encountered by Teachers in the Implementation of Modular Distance Learning Modality

Abstract: This study aimed to assess the difficulties encountered by teachers in implementing modular distance learning in San Jose District, Negros Oriental, during the 2021-2022 school year. Thirty-eight teachers participated, categorized by age, gender, marital status, and educational background. Using a descriptive research design and a researcher-made survey, the study employed descriptive and comparative analyses, including frequency, percentage, mean, and Mann Whitney U test. Findings revealed a higher participation of younger teachers and predominantly female respondents. Most teachers encountered moderate difficulties in planning, preparing, distributing, retrieving modules, and assessing learning. Interestingly, age, gender, marital status, and educational attainment did not significantly affect the difficulties encountered, except for a notable difference in planning and preparation based on educational attainment. The study concludes with the development of an Intervention Plan tailored to address these findings, aiming to enhance the implementation of modular distance learning in the district. Keywords: Modular Distance Learning, Teacher Challenges, Implementation Difficulties.