Abstract
This study investigated the challenges encountered by Araling Panlipunan teachers in Zone I, Division of Zambales, in using the modular teaching approach during the new normal. Using a descriptive research design and a questionnaire, data were collected from 66 teacher-respondents. Results showed that most respondents were aged 31–35 years (mean age = 35.72), female (59.10%), married (68.20%), and BS/AB graduates (33.30%). The majority were Teacher I (62.10%), with 0–5 years of teaching experience (mean = 9.10 years), and had attended 1–3 seminars (mean = 4). Challenges were ranked as follows: "Strongly Agree" on Student Assessment and Feedback (3.42), Health Risks (3.41), Time Management (3.32), and Student Learning and Retention (3.25). Items assessed as "Agree" included Stakeholder Involvement (3.03), Instructional Resource Materials (2.98), Communication (2.87), Administrative Support (2.83), and Content Knowledge and Pedagogy (2.59). The overall grand mean of 3.08 indicated an "Agree" qualitative interpretation. Significant differences were found in perceptions based on age regarding Communication and Student Learning and Retention, seminars attended for Communication and Content Knowledge, and teaching position for Time Management. The study concluded that teacher-respondents, typically female and in their middle adulthood, faced notable challenges in assessment, health risks, time management, and learning retention. The researcher recommended lobbying for free internet programs, intensive parental involvement, collaboration with organizations for module resources, capacity-building programs, and strategic use of school funds for digital resources. Further studies with broader scopes were suggested to validate these findings.
