Difficulties Encountered by Kindergarten Teachers in the Modular Instruction

Abstract The study aimed to determine the difficulties encountered by kindergarten teachers in modular instruction in two of the Districts in Negros Oriental Division as basis for an intervention plan for the school year 2021-2022. There were thirty-five (35) respondents using the descriptive research design using the researcher-made survey questionnaire. In the analysis of the results of the study, the researcher used descriptive and comparative procedures. The statistical tools used frequency, percentage, mean, and the Mann-Whitney U test. Findings showed that the degree of difficulties encountered by kindergarten teachers in modular instruction in the area of compliance with the weekly home learning plan was “high degree.” The degree of difficulties encountered by kindergarten teachers in modular instruction in the area of individual learning monitoring plans was “high degree.” In addition, the degree of difficulties encountered by kindergarten teachers in modular instruction in the area of performance-based assessment was “high degree.” Meanwhile, when the respondents are grouped according to age, civil status, highest educational attainment, and average family monthly income, the degree of difficulties encountered by kindergarten teachers in modular instruction in the areas of compliance with weekly home learning plan, individual learning monitoring plan, and performance-based assessment was “high degree.” Further, there is no significant difference existed in the degree of difficulties encountered by kindergarten teachers in modular learning modality in the areas of compliance of weekly home learning plan, individual learning monitoring plan, and performance-based assessment when they are grouped and compared according to the aforementioned variables. Keywords: Difficulties encountered, kindergarten teachers, modular instruction