Abstract
The most common modality being used in the education sector amid the pandemic is blended learning. However, this approach may not be as practical as it seems since there are students who have limited access to the internet that is why, the use of printed materials for learning may come in handy. This study investigated the lived experiences of the Grade IV pupils coming from Kansumandig Elementary School whether or not the implementation of modular learning can bring improvement to the pupil’s performance, or it will just supplement to the learnings of the pupil’s but no greater learnings attained by the pupils. Purposive sampling was used to choose to the participants in this study. The participants were asked to elaborate their experiences on using printed modules as part of their modality. Interpretative Phenomenological Analysis (IPA) was the research design used for this study based on Moustakas’ Modified Van Kaam Approach. To avoid any form of bias by the data being gathered, bracketing was performed. Upon the collection of data, four themes were generated namely: (Theme 1) the challenges and struggles of pupils in modular learning, (Theme 2) the pupils desire and wants in learning, (Theme 3) Encouragement coming from peers, (Theme 4) gadgets and internet connectivity at hand. Through these themes, we were able to assess that these pupils are struggling in the modular modality of learning. These experiences of the pupils can address that modular modality must be taken an appropriate action plan to solve these problems and to explore what pedagogical remedies will be utilized to cater these needs.
