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Abstract
This research aimed to analyze the experienced learning challenges of the senior high school students and transferees as well as the experienced instruction-related challenges of the teachers toward responsive method of delivering the modular distance learning in light of Basic Education Learning Continuity Plan. The research used explanatory case study. Purposive sampling was used among the four (4) teachers and ten (10) student-participants. Data were collected using triangulated instrumentations including the structured interview, observations, and archival analysis. Thematic content analysis is employed to interpret qualitative data. Findings revealed that the senior high school students experienced lack of learning focus, mismanagement of time, and lack of learning support. The transferred students also experienced the same with additional challenge on curriculum programming. As to the teachers, full participation of the students in modular instruction was the main concern. Curriculum Reblocks of Modular Distance Learning Delivery was developed based on the findings and resulted to numerous advantages for students to sustain momentum of learning, to maximize their focus, and to easily manage learning activities while the teachers find it easier to monitor students’ progress and implement differentiated interventions to support students’ learning.
