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Abstract
The education sector was greatly affected by the global health crisis of COVID-19, resulting in massive changes in our education set-up, which contributed to various problems and challenges encountered during the implementation of the modular distance learning modality. This study aimed to determine the strategies and challenges encountered by teachers in implementing modular distance learning and its impact on students’ academic performance. A descriptive research design was employed. The researchers utilized an online survey method for data gathering. A total of 60 teachers and 187 selected Grade 7 learners were the study's respondents utilizing total enumeration for teachers and stratified random sampling for learners.The study's findings show that teachers could employ strategies such as setting a submission schedule and creating a group chat with the learners. Moreover, establish the appropriate health and safety protocols and safety nets for learners against violence and abuse at home and in the community, and train school personnel for the Learning Delivery Modality (LMD).On the other hand, teachers professed that printing modules were time-consuming, the distance of the learner's home from the school hindered the teachers in providing technical assistance, and learners needed help following instructions. Parents answered the modules of the learners. The need for printing materials was a significant challenge.Most of the student's grades during the first quarter were within the range of 80-84, which was considered a satisfactory academic performance. Moreover, the results signified a negligible negative correlation between teachers' strategies in implementing modular distance learning and students' academic performance. The study suggests revisiting the school's plans for implementing modular distance learning and strengthening the partnership of the school, parents, and stakeholders.
