Abstract
This study explored the experiences of the students, parents, and teachers during the implementation of Modular Distance Learning at Baras National High School. The researcher utilized a combination of qualitative and quantitative methods employing a random sampling technique. Data were collected from 70 Junior High School students, 90 parents, and 20 teachers. Because of the quarantine protocol, the data were gathered via Google Forms that were facilitated weekly. Through a link sent among the respondents, they identified their challenges. After the data analysis, the three major challenges that were identified were a lack of parental support for the learners during the distance learning, parents incapable of teaching their children, and teachers finding erroneous information on Self-Learning Modules. On the other hand, the participants suggested conducting online classes once a week, guiding the parents on how to assist their children, and capacitating the parents and students in the implementation of MDL. Meanwhile, the school modified the School Learning Continuity Plan process and strengthened the community partnership to address these gaps. The study results suggested reinforcing the school’s One Click One Stop Portal to establish strong communication among teachers, parents, and students. As the educational community in the country shifted into the unprecedented new normalcy due to the prevalent effects of the COVID-19 pandemic, the results of this study were vital in the adjustment of the school’s Basic Education Learning Continuity Plan and shall be used to strengthen parents, teachers, and community partnership.
